A study investigated the experiences and perceptions of incoming, current, and former students with disabilities regarding access to and participation in postsecondary programs, educational supports available and effective for students with disabilities, and how well postsecondary experiences prepare students with disabilities for employment. Ten focus groups of students with physical, sensory, cognitive, emotional, and learning disabilities participated in the study. Students came from different universities and from ethnic backgrounds that included African American, Native American, Native Alaskan, Pacific Islander, and Native Hawaiian. Findings indicate: (1) disability support providers are committed and supportive; (2) students long for a partnership between disability services on campus, university administration, and the students themselves; (3) disability policy at postsecondary institutions does not reflect practice, and students still need to fight for basic accommodations; (4) students feel their lives are micromanaged by support services; (5) peers often question the accommodations given to students with disabilities; (6) students with disabilities are reluctant to self-disclose to faculty; (7) family plays an important and supportive role for students with disabilities, even though family can also be over protective; and (8) computers are important learning tools for students with disabilities. (Contains 27 references.) (CR)