This study examines whether teachers’ judgment on selecting students with learning difficulties and with learning disabilities is consistent with the results of standardized achievement tests, as well as government recommended school-made tests. The authors of this study attempted to help teachers make more informed decisions. There were eight teachers who participated in the study and they rated performance levels of 69 of their students. The results indicated that teachers’ judgment of students’ learning difficulties and disabilities was barely consistent with the results of government recommended school-made tests. However, there were somewhat better, but still displayed a noticeable rate of inconsistency between teachers’ judgments and the standardized test results. Teachers had difficulty identifying learning disabilities from difficulties because the definition of both concepts was confusing in the current school system. It was also found that despite the poor information teachers are given, they nonetheless continued doing their best to identify students with learning difficulties and disabilities. The results also implied that if teachers are given accurate information such as standardized results on reading comprehension and phonological processing, the accuracy of teacher’s judgments would improve significantly.