Abstract A wide range of research has been done on the effects of mainstreaming on learning disabled children. Although many studies have shown improvements and positive effects, none had addressed the best time to implement mainstreaming programs. In this study, students, who had been diagnosed as moderately learning disabled, were selected to represent their respective grade level. Group 1 consisted of 15 students in kindergarten through 2nd grade, and Group 2 consisted of 15 students in grades 3rd through 5th. Both groups were given the Woodcock-Johnson Tests of Achievement-Revised at