The learning disabilities support program at the University of Michigan was evaluated in a multiple case study with 11 students with learning disabilities (10 males and 1 female and aged 19 to 24 years). The program includes a structured format that focuses on individual needs within specific courses. It employs scaffolding and training of learning skills and cognitive strategies to build a student's academic expertise. Each student is assigned a learning specialist with whom he meets twice a week for predicting problem areas, resolving time management conflicts, taking action, and providing feedback. Action steps are of four basic types: academic scheduling, development of learning skills, tutoring, and testing (arrangement of special accommodations). Evaluation indicates that the program has enabled the students to succeed academically. Further, four components: university policy; self awareness; time management; and accommodation (in the areas of learning skills, content, and testing), are identified as the key factors contributing to program success. Four references. (DB)