This paper presents a prevention model for supporting children with learning disabilities. The model holds that children can be identified as at-risk for learning disabilities by identifying and supporting potential academic failure early in their elementary years. A prevention model includes two elements, identification and instruction. Identification entails recognizing those children at-risk for poor achievement in the early primary grades. The second component of the model is to implement a program of effective instruction that focuses on the explicit teaching of phonological processing skills and eventually, teaching these skills in context. Early effective instruction will create an environment that enables children with learning disabilities to experience success. Early success for children who may be at-risk for many years of struggle and frustration cannot be underestimated. Enabling success at an early age creates a positive cycle where efficacy and motivation is fostered in turn alleviating the academic and psychosocial stresses and challenges often associated with learning disabilities.