Numerous studies have demonstrated the comorbidity of achievement and behavior problems in students identified with learning disabilities and emotional disturbance. The causal basis for this relationship has not been demonstrated, but several theories regarding the association have been posited, and potential benefits related to prevention keep interest in the connection alive. This article briefly reviews the background for original and continuing focus on behavior and achievement and sets the context for it by looking over some of the work that has been done. It also provides an empirical analysis with outcomes that are contrary to most of those previously reported. It presents findings as a base for directing attention to a fundamental goal of positive behavior interventions and supports (i.e., teaching behavior as well as academic skills in efforts to prevent learning problems and failure in school).