Objective: The aim of the present study was to investigate the following issues: (a) Do students with mild intellectual disability (MID) have a pervasive pattern of impaired working memory skills across verbal and visuospatial domains? (b) is there evidence for impairment in executive function skills, and which tasks indicate greater deficits? and (c) which executive function tasks can effectively identify students with MID from typically developing (TD) peers? Method: Students with MID (IQ standard scores between 55 and 85) were age-matched with TD students (IQ standard scores > 95). They were administered a range of working memory and executive function measures. Results: The results show that students with MID have pervasive working memory and executive function deficits. Specifically, visuospatial working memory tasks and the sorting task were the best single predictors that reliably classified students with MID. Conclusion: Practical implications for education will be discussed in the context of appropriate diagnosis and support in the classroom. (J. of Att. Dis. 2011; XX(X) 1-XX)