Learning disabled students in special education programs have not been demonstrating equal achievement gains in reading when compared to their non-handicapped peers. The purpose of this study was to determine the effects of Accelerated Learning methods in teaching reading to ten learning disabled middle school students in southwest Washington. Accelerated Learning (AL) was developed by Georgi Lozanov in Bulgaria in the 1960's. The method incorporated the fine arts, suggestion and visualization techniques with a dynamic, active instructional presentation. A multiple-case study design was conducted using ten learning disabled middle school students. Each case study used information gathered from school cumulative, confidential and special education files, parent, teacher and student interviews and observation. Their achievement in reading was measured using the Woodcock-Johnson Psycho-Educational Battery. Their reading gains, as measured after experience in their regular classes and after special education instruction using Englemann and Hanner's Direct Instruction methods, were similar to Educational District #112's learning disabled population's average gain of five months a year. Under Eclectic instruction the subjects' gains averaged nine and a half months per year and using AL instruction the gain was approximately fifteen and one half months a year. No patterns emerged to substantiate an effect between instructional reading treatment and behavior or attendance. Pattern matching for grade point average was inconclusive due to paucity of data.