This thesis focuses on the practice of providing psychoanalytic and psychodynamic therapy to adults with learning disabilities. Part J reviews the literature in the area, examining published case studies and technical papers relating to the practice of providing psychoanalytic and psychodynamic psychotherapy to adults with learning disabilities. A consistent therapeutic frame was identified, but reports of therapists' practice were sparse, inconclusive and varied. Part 2 reports a qualitative study exploring the practice of psychoanalytic/psychodynamic psychotherapists, experienced in providing therapy to adults with learning disabilities. Interview transcripts were analysed using a Grounded Theory methodology. A consistent account of practice was emergent, and a model implicating the role of philosophical notions of disability and their impact on practice was proposed The nature of the proposed model was considered with respect to its difference from other psychoanalytic models used in the provision of therapy to non learning-disabled adults and children. Part 3 describes the salient stages of the research process and the key learning points for the author. The author reflects on the process of carrying out the research with respect to doing future research and identifies areas for improvement to his present practice.