Over the past few decades, the number of students with disabilities attending postsecondary institutions has increased. Although many students with disabilities access postsecondary education through community colleges, research related to students with disabilities in community colleges is minimal. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 are two pieces of federal legislation that support students with a broad range of disabling conditions who enroll in postsecondary schools. Postsecondary institutions have established specific support services for students with disabilities to meet these federal mandates. Disability support services staff ensure that students with disabilities have equal access to all programs and services as well as reasonable and adequate accommodations. However, many students with disabilities choose not to use disability support services. The researcher for this quantitative study used Kuh's theory of student engagement as the framework to determine the relationship between the use of services by students with disabilities and their level of student engagement, employing ex post facto data from the Community College Survey of Student Engagement (CCSSE) for 2012, 2013, and 2014 (Dataset A) and 2017, 2018, and 2019 (Dataset B). The researcher also investigated the relationship between the frequency of use of services and the selected demographic factors (age, gender, race/ethnicity), and student engagement levels. The results suggested that community college students in Dataset B who used disability services exhibited higher levels of student engagement for all five "Student Engagement" benchmarks than community college students who did not use services for students with disabilities. The findings also revealed that "student engagement" increased for students with disabilities in both datasets as their frequency of the use of services increased. The results in Dataset A for this study suggested that community college students with disabilities who identified as Blacks or African Americans, and Hispanics exhibited higher levels of "student engagement." The results also suggested that female community college students with disabilities were more likely to exhibit higher "student engagement" than their male counterparts. Also, students between the ages of 22 and 24 exhibited higher levels of Student Engagement. These positive associations suggest that students with disabilities who seek and use the available services and supports are more engaged. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]