The purpose of the study was to identify the reasons stated by ACT primary school teachers for referral of students for specialist assistance, and the type of specialist assistance given to referred students. The study also compared student referrals in Resource Teacher and Non-Resource Teacher Schools, and examined what patterns were reflected in this sample of primary school student referrals. This study had two sections; an examination of: 1) primary school student referrals and 2) primary school teacher attitudes towards learning difficulties and behavioural difficulties children. The identification of courses undertaken by teachers which were helpful in teaching students with learning and behavioural difficulties were also compared to teacher attitudes. These results were compared with those of Bourke (1985), a previous study of ACT teacher attitudes towards learning difficulties students. The study confirmed findings within the literature review that classroom teachers were the major source of student referrals for specialist services and that two important student variables impacted upon referral. The student variables, student gender and behaviour were found to have a significant effect upon referral. Boys were referred more often in both samples of schools with girls more likely to be referred in Resource Teacher Schools. Referred students were more likely to have no reported behaviour problems in Resource Teacher Schools. There were differences in the patterns of referral in Resource and Non-Resource Teacher Schools, ie service response to referral, parents' role and attitudes of teachers.