The purpose of this study was to examine the effects of the perceptions of professors teaching students with learning disabilities and to discover what professional development opportunities university and college instructors viewed as potentially improving their ability to teach students with learning disabilities. The number of students with learning disabilities within postsecondary schools is rapidly increasing; however, the retention rates are significantly lower than their non-disabled peers. Two colleges and one university located within the northeastern region of the Commonwealth of Pennsylvania served as the study sites for this research. Data were collected via a survey presenting both forced-response statements with a Likert-type response scale and open-ended questions. The study sample consisted of 15 professors, three of whom were also interviewed. The study provided insight into future professional-development activities professors would find valuable in teaching students with disabilities. The findings indicated both positive and negative professor perceptions of teaching students with disabilities; however, the majority of the participants had positive experiences. With regard to making accommodations for learning-disabled students, the survey responses indicated the equally variant willingness of the professors to accommodate these students. The participants believed students with disabilities can be academically successful within the postsecondary setting. However, it is clearly important that these students discuss their disability with the professors at the onset of the semester to maximize that success. Learning Centers should develop relationships with the professors that will keep these educators informed of the available services and collaborative support. Institutions of higher learning may have safeguards in place to ensure against this student population misusing accommodations. Such activity serves only to leave professors with negative perceptions of teaching learning-disabled students.