This paper addresses myths about college students with learning disabilities (LD) which may give false hope to students very unlikely to succeed in college but more often place limitations on students who could succeed with some support services, based on the experience of Project Achieve at Southern Illinois University. The "myths" consider characteristics of students with LD, appropriate campus settings for students with LD, and appropriate support services. Specific myths include: (1) learning-disabled students are better off in a vocational school; (2) students who do not meet the university admissions standards of grade point average and standardized test scores have demonstrated they do not belong in college; (3) learning-disabled students cannot succeed on a large college campus with large lecture classes; (4) LD students should not enter college until all deficits have been remediated; (5) all LD college students have experienced such misunderstanding and mistreatment that counseling is a must; (6) all learning-disabled college students are deficient in reading; and (7) Project ACHIEVE only takes the high intelligence quotient students. (DB)