Since the passage of the Americans with Disabilities Act Amendments Act (2008) and elevation of self-reported information in determining disability status and eligibility for accommodations, a debate has been raging in the field about the importance of disability documentation, documentation guidelines, self-reported information, and protocols used by disability service practitioners. Some argue that self-report is the most authentic information for determining functional limitations in a real-life context; while others contend self-report by definition is biased and often inaccurate. Adding to the debate is research-based evidence that students often do not use requested accommodations, and do not connect with postsecondary disability services even with a history of special education and Individualized Education Programs or Section 504 plans. This study summarizes results from a survey of 118 disability services websites from four classifications of postsecondary institutions regarding self-report, interactive process, documentation guidelines, and the protocol for receiving accommodations.