Thirteen large state universities offering comprehensive services to learning-disabled students responded to a questionnaire concerning general program characteristics, existing support services, accommodations to aid students in using those services, standardized assessment and diagnosis, and types of academic assistance. Results showed that most institutions offered such support services as priority registration, special test/quiz administration, reader services, tutor services, and extra time to complete assignments. Academic, social, and career counseling was offered by all schools. For learning-disabled students who did not meet admissions criteria, half of the institutions used standardized diagnostic information describing the learning disability for additional consideration of admissibility, while others used pre-admission interviews, grade point averages, writing samples, letters of recommendation, and in-house testing to determine admissibility. The two most-often reported standardized instruments used to assess learning disability were the WAIS-R and the Woodcock-Johnson Psychoeducational Battery. Most institutions did not use assessment information for placement in classes, but did use it to design support services and accommodations for the students. Implications for student personnel services, faculty development, and future research are outlined. (Author/JDD)