This study described the perceptions of learning disabled (LD) students with regard to the factors that lead to their current success in college. The 5 participants ages 19 to 34, are enrolled as full-time students at a public university in Pennsylvania. The study analyzed the responses of the students to an open-ended survey and a semi-structured interview. Additionally, a parent (or spouse) of each participant completed a survey and was interviewed. The student's confidential file was examined for documentation regarding their learning disability and support services. The study was guided by 4 research questions that examined the critical home experiences, school experiences, student's self-knowledge and current actions, and views regarding critical school initiatives. The results indicated that the 5 participants recognized the importance of learning to self-advocate by explaining their disability and requesting support from their professors. The students also acknowledged the value of the supports available through the Office of Services for Students with Disabilities. The Director and staff of the university provided direct training in self-knowledge and self-awareness along with making available tutors, alternate testing sites, and academic coaches. Also deemed effective were the high school supports such as challenging curriculum, classmates who were academically-oriented, participation in the development of the I.E.P. and attendance in the meetings, and supportive teachers who provided encouragement and risk-taking opportunities. Valuable home experiences included: communication and positive encouragement from family, opportunities for participation in extra-curricular activities, and community service activities. The results also suggested a number of initiatives for schools to implement in order to improve student transitions to postsecondary education.