The series of articles presented in this special issue focus on investigating two highly relevant objectives for adolescents and young adults with learning disabilities and/or attention-deficit/hyperactivity disorder: (a) examination of neuropsychological, educational, familial, and socioemotional features among individuals with these disabilities, in the adolescence and young adulthood developmental phases, and (b) exploration of specific dimensions of interventional programs and contextual (e.g., class) environments aiming to enhance these youngsters’ academic achievements. Corresponding with these objectives, the six studies in this special issue provide new evidence regarding these two major topics, utilizing mixed qualitative and quantitative data analysis methods.