Students with learning disabilities often have to find ways to use their strengths to overcome deficits in memory, concentration and information processing. Language and Academic Skills (LAS) advisors can play an integral role in the network of assistance available to learning disabled students as part of university wide inclusive practices. We present a case study based on individual LAS consultations from the dual perspectives of a LAS lecturer and Ainslee, a student with a range of learning difficulties. Ainslee’s difficulties are due to impairment in verbal learning and memory, poor visual sequencing skills and impaired visuo-spatial organisation and have resulted in problems with reading comprehension, spelling and written expression. Ainslee was initially referred to LAS by the Equity and Access Unit as she was struggling with her first two years of study in a Bachelor of Conservation Biology and Ecology. The progress of Ainslee’s writing and study skills over the period of one year is described, with particular focus on the negotiation of specific study strategies with the LAS lecturer and the techniques used to improve Ainslee’s writing skills. Ainslee’s ability to articulate her limitations due to her learning disability assisted greatly in mapping out a guided approach to providing assistance. This supplemented the information in her neuropsychological report which gave a comprehensive description of neuropsychological test results, background information and recommendations for strategies to aid learning. Being based in the faculty, the LAS lecturer was better able to liaise with faculty academics to improve Ainslee’s learning outcomes.