藉由這質性研究，敘說一位學習障礙學生從學前到五專的學習經驗。主角-小傑從幼稚園時「數數是全班最慢的」開始，接著在國小和國中顯現在學科學習、情緒和學習動機上的問題，讓他和父母既困惑又難以忘懷。目前，就讀五專的他，學習困難依然相伴，但是逐漸能自知努力克服。一路上，關心焦急的父母堅信學習不能等待，無悔地陪伴、關心與支持他，更積極尋找學習問題的「答案」，但「學習障礙」的鑑定結果卻在小傑國三才正式獲得。從小傑的學習經驗，提醒我們去深刻感受學障學生的學習先兆和困境，更去省思鑑定過程的問題。

This qualitative study described the learning experieces of a junior college student, Jack, who has continuously suffered learning difficulties since kindergarten.Jack's parents were told by his kindergarten teacher that he was the slowest kid in class and, later on in elementary and junior high school, found him having difficulties in reading and math because of attention and memory problems. Frustrated by these problems, Jack appeared less motivation and even resisted learning sometimes. At present, Jack still has difficulties in learning; however, he seems to have found some strategies for solving his problems. On the other hand, Jack's parents have also experienced much frustration and confusion, especially when no “answers” could be found for Jack's difficulties in learning until the 9th grade, when he was formally identified as having “learning disabilities.” Even so, the parents have believed in “learning cannot wait” and kept a close relationship with Jack's teachers, hired home tutors for him, and have been very supportive to Jack for the past ten years or so. This case reminds us to look for early signs of learning problems, to closely observe the difficulties learning disabled students tend to have, and to consider alternative and more effective ways of identifying studetns with learning disabilities.