This dissertation examines the motivational orientations of students with disabilities in five North Carolina community colleges. The paper considers the following issues: reasons for community college attendance among disabled students; differences in demographics and motivations among students with and without disabilities; and differences in these motivations by type of disability. A random sample of students, both with and without disabilities, was selected. The Educational Participation Scale (EPS) instrument was mailed to students, and a total of 198 responses were collected. The results of the study indicated that among students with disabilities, a higher proportion of them were female, older, and less likely to have children and work full-time, as compared with their non-disabled peers. In addition to demographic discrepancies between the two groups, students with disabilities also scored higher on four of the EPS factors: social contact, educational preparation, social stimulation, and cognitive interest, indicating that these students enrolled in community colleges for social and academic reasons. The opportunity to meet new people and explore intellectual curiosities encourages them to participate. (Contains 52 references and two appendices, including the EPS instrument.) (JCC)