The purpose of this study was to investigate the relationship between placement in inclusive and pullout special education programs with regard to Virginia Standards of Learning (SOL) achievement, and behavior outcomes for third-and fifth-grade students with learning disabilities. Data collection and analysis also addressed staff costs for the models reviewed. Demographic data such as age, gender, ethnicity, years of special education services, and years in the school division were comparable for the two groups of students. Quantitative methods were used to describe two schools and their special education service delivery models, both inclusive and pullout programs. Individualized Education Program (IEP) goals and objectives, classroom accommodations, and coteaching methods were reviewed to provide explicit definitions of the models. Results indicated that there were no significant differences between the two service delivery models for students with specific learning disabilities.