Although the enactment of the Rehabilitation Act of 1973 was over 50 years ago, students with disabilities continue to experience discriminatory bias and stigma in their day-to-day experiences that can negatively impact their academic progress (Charmatz, 2021). The use of accommodations in a post-secondary environment is designed to remove barriers to access equal rights and participation in higher education. This quantitative study examined the relationship between accommodation use and academic achievement for students with disabilities. Specifically, this study sought to identify if there was a statistically significant difference in academic achievement between students with disabilities who used academic accommodations and those who did not. To delve deeper, this study examined the factors that may influence that choice. Participants included undergraduate and graduate students with disabilities at a public 4- year institution. This study provides valuable insights into the performance of students with disabilities, focusing on the relationship accommodation services has on academic achievement. Although the study revealed a complexity of factors that influence accommodation usage it is worth noting that students who previously used accommodations in high school were more likely to use academic accommodations as continued support once they transition to higher education. This suggests that Individual Education Plans can play a part in communicating the needs of students with disabilities to disability services prior to their arrival. [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.]