The present study evaluated and compared the knowledge and application of selected syntactic rules for forming (1) spatial, temporal, and idiomatic prepositional phrases, (2) pronominalization, (3) reflexivization, and (4) relativization in 26 learning disabled and 13 academically achieving college students. The experimental test battery contained seven written, multiple-choice tests, six of which were designed by Quigley (1971). The LD college students performed significantly poorer than their controls on tasks requiring (1) application of the selectional rules for reflexive pronouns plural, (2) recognition of the grammaticality of relativized sentences, (3) resolution of relativized sentences into their component sentences, and synthesis of component sentences into relativized sentences. The present findings suggest that syntactic deficits may persist among LD young adults who have achieved college status. They further suggest that the deficits in acquiring the rules for forming complex sentence transformations do not recover spontaneously among these young adults as a function of age related maturational processes or exposure to more advanced reading materials.The field of learning disabilities has now been recognized for more than a decade and specialized services have been provided in the pubic schools for children with diagnosed learning disabilities for at least that duration. As a result, college students who were diagnosed to exhibit learning disabilities in the early grades and who received intervention to improve their academic skills may now be found in the nation's colleges. The syntactic abilities of this population appear to have received scant attention in the literature. They warrant our attention in view of the emphasis in academia on the acquisition of new information through lectures, seminars, and assigned readings.The nature and extent of the language deficits among adolescents with learning disabilities recently have been investigated by, among others, Wiig and Roach (1975), Wiig and Semel (1975), and Wiig, Lapointe, and Semel (1977). The syntactic deficits among LD adolescents were observed to be reflected in, among others, the immediate recall of syntactically and semantically varied sentences and in the recall and execution of oral commands.