We investigated whether there was a noticeable shift in focus from general to specific learning disabilities, and in the types of articles (narrative or empirically based) in the Journal of Learning Disabilities (JLD) between 1995 to 2000. A pilot study had revealed an increase in empirically based articles and a shift toward specifically delineated learning disabilities across three journals focusing on learning disabilities between 1995 and 2000. To attempt to delineate a specific year for the change, we examined all JLD articles from 1995 to 2000. We found a dramatic increase in articles focusing on specific learning disabilities (designating area of academic weakness) and on the percentage of empirically based articles beginning in 1999. We speculate on the relationship between this increase and evolving practices emphasizing research-based interventions, particularly those that predated No Child Left Behind and the reauthorization of the Individuals with Disabilities Education Act.