The purpose of this study was to identify the factors that influence the decision of rural high school students identified as having learning disabilities to attend postsecondary institutions. Currently, students with a learning disability represent the largest single category of all students identified with disabilities and they also represent the largest proportion of students with disabilities who choose to attend postsecondary education. The U.S. National Council on Disabilities reports that students with disabilities in higher education represent nearly 11% of all university students compared to 89% of non-disabled peers. Moreover, less than one half of students with disabilities have indicated a desire to attend postsecondary education after high school. Evidence indicates that students from rural communities attend postsecondary education at lower rates compared to their urban and suburban peers. Research suggests that students who attend postsecondary institutions have higher levels of economic and occupational success. Prolific research has addressed the contributing factors that lead to postsecondary attendance by students with disabilities in general however, little is known about how the same factors compare specifically to students with learning disabilities from rural communities. This study explored the question: "What factors contribute to the decision of rural students with learning disabilities to attend postsecondary educational institutions?" The study employed a decision-making conceptual framework. Using a mixed methods research design, 36 surveys and 12 interviews were conducted with students with learning disabilities from rural midwestern schools regarding their postsecondary decisions. The findings from the study suggests that students with disabilities are tangentially involved in the transition process and that previously identified factors which contribute to the decision to attend postsecondary education are generally confirmed with a rural student population. However, deeper levels of participation by students, families and staff need to be promulgated to ensure that postsecondary options for students with learning disabilities are seriously considered and explored. Leadership by administrative staff is necessary to facilitate this process.