Relationships between neurodevelopmental and educational findings were investigated in a clinic sample of 241 successive patients (aged 6 to 12 years) over a period of 6 months. Ratings of "definite," "possible," and "no problem" were compared between seven neurodevelopmental areas or three language functions and seven academic skills. Of the 40 associations tested in each of seven age groups, only one association (Boston Naming Test and reading comprehension) was statistically significant in a majority of the ages tested. Of the 280 comparisons (40 associations X seven age groups), only 37 (13%) were significant at P less than or equal to .05. The findings of this study do not support the use of the neurodevelopmental and educational measures employed in diagnosis of specific learning disabilities in a referred population. Health care professionals, however, may find neurodevelopmental assessment useful as a format for systematic observations of the child with performance disabilities.