This publication presents the results of a survey of 70 service providers and 349 students that examined the level and types of services, the types of accommodations, and policy with respect to postsecondary students with disabilities across Canada. Service providers indicated that the model of service delivery at their institution was highly centralized or partially centralized, with very few indicating a decentralized model of delivery. Students are required to provide documentation in some cases in order to receive services at almost all the institutions represented. Respondents also indicated their institutions were planning modifications to physical accessibility more frequently than modification to programs or policies. Only 58.6 percent of institutions provided written materials to students with disabilities concerning services available to them. Student respondents indicated that most had a learning disability (36.1 percent), two-thirds required extended test time, and a little more than half required academic accommodations. Areas in which respondents frequently identified successful programs were: academic accommodations, adaptive technology, and academic support services. Students reported that the lack of an office that focused on disability service issues was one of the least successful features of access at their particular institutions. Appendices include assessment instruments. (Contains 25 references.) (CR)