Increasing numbers of students with learning disabilities (LD) are entering into postsecondary education and seeking accommodations through the university’s disability service office. The academic success of students with LD is contingent on the provision of accommodations by instructors, which allows for an equal educational opportunity. To investigate the use of academic accommodations by postsecondary students with LD, the perspectives of postsecondary students with LD and instructors were obtained pertaining to the practice of using accommodations, the utility of accommodations, facilitators and barriers to the use of accommodations, and how an understanding of disability law contributes to the use of accommodations. Utilizing a mixed-methods research design, using a single university as a case study, the present study triangulated data from three sources: (a) the university’s disabilities service office student database, disaggregated for students with LD; (b) the university’s disabilities service office student and instructor surveys, disaggregated for students with LD and instructors who met inclusion criteria; and (c) interviews with students with LD and instructors. Data analysis revealed that perceptions and attitudes held by post secondary students with LD and instructors as well as peers without disabilities influences the ability of students with LD to use accommodations. Finding also indicated that increased self-advocacy and knowledge of disability law have the potential to positively impact the practice of accommodations. Furthermore, disability service procedures and instructors’ willingness and ability to accommodate students have the potential to facilitate or hinder the use of accommodations by students with LD. Implications for practitioners, future research, and limitations are discussed