The focus of this study is to understand, from their own perspective, the learning needs of adult college students with comorbid attention deficits and psychiatric disabilities, and to identify services and practices that support their success in the college environment. Adult students with comorbid attention deficits and psychiatric disorders present unique needs and challenges to colleges (Megivern, Pellerito, & Mowbray, 2003). Many have the motivation and the educational background to begin a college education or return to campus after a hiatus; however, those who do attend college report difficulties in all aspects of academic functioning (Barkley, Murphy, & Fischer 2008). Unfortunately, there is limited research that explores their complex learning needs, informs teaching practice, and offers direction for the development of support services for these students (Blake, 2000; Brown, 2005; Nadeau & Quinn, 2002). As a result, there is a dearth of effective models for establishing appropriate campus support services for them. This study attempts to articulate the learning needs of adults with coexisting disabilities and based on their experiences, offers a model to inform support practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]