This project investigated the learning support needs of post-secondary Australian students with a psychiatric disability for the purpose of maximizing student retention. Fifteen focus groups were held throughout Australia with students, prospective students, teachers, support staff, and management. In addition, three surveys were completed by 256 staff, 113 students, and 25 prospective students. The project identified the following themes: (1) extent of psychiatric disability in the higher education context; (2) concepts of mental wellness and psychiatric disability; (3) issues of disclosure and confidentiality; (4) university study as a stressful experience; (5) effects of disturbing behavior (staff and student perspectives); (6) resources; and (7) roles and responsibilities. Implications are drawn for best practice support (such as the importance of staff training), for best practice policy (such as the need for accommodations), and for staff training (such as knowledge of disability legislation and student rights). Individual sections of the report address research aims, definition and terminology, relevance of the research, previous research, legal implications for policy, methodology, emerging themes, results, and discussion. Appendices provide information on interview and focus group participants and the three survey forms. (Contains 63 references.) (DB)