The effect of teacher-student attunement on the academic performance of students with and without learning disabilities was examined. Each grade 4 student (24 with learning disabilities and 24 without, but matched on age and gender) was systematically exposed to 2 teaching approaches- attuned vs. nonattuned (traditional) at different times using different academic contents (math and social studies). The results showed that the attuned teaching resulted in significantly more teacher-student attunement than did the nonattuned condition. The attuned teaching condition significantly improved academic performance over nonattuned teaching.