Despite the role that identity plays in college students' persistence and graduation rates, there is a dearth of scholarship that has explored the identity of college students with disabilities. This qualitative study aimed to gain an understanding of college students' perspective of their disability and to capture shifts in their perspectives as a result of participating in a workshop framed by transformative learning. Data were collected in three phases: a workshop on models of disability, along with pre- and post- workshop semi-structured interviews. Utilizing case study methodology, an in-case analysis provided each participant's lived experiences with disability and their respective journeys in perspective transformation, while a cross-case analysis discussed the findings based on the following research questions: "What perspectives of disability foster a positive disability orientation?", "What perspectives of disability hinder a positive disability orientation?", and "What transformations in disability perspectives may be fostered by discussing models of disability with college students?" To summarize the findings, perspectives that cultivate positive orientations include integrating disability into one's identity as a difference that contributes to one's individuality as a human being. Moreover, perspectives that deter positive orientations include viewing disability exclusively as a medical condition, which then reduces individuals to patients, clients, and special education students. The study provided encouraging, albeit provisional results, regarding the transformative potential of discussing models of disability with college students. The workshop fostered among the participants a self-examination of their preconceived notions of disabilities, as well as the knowledge and skills required for capacity building to better advocate for their needs. This study has implications for individuals with disabilities, along with the various services providers that work with them. [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.]