The specific problem was students with a learning disability often do not understand how to utilize the best services offered through college disability programs (Obi, 2015). The purpose of the qualitative single explanatory case study was to explore the first year college students with a learning disability perceptions of disability programs to understand better how students utilized programs in a suburban college in California. The central question was: what are the perceptions of students' with a learning disability regarding understanding disabled college students programs and services offered to them? The participants were 20 full-time students with a learning disability selected from the population of more than 1,500 potential participants recruited from one suburban college. Data were collected through face-to-face interviews and direct observations with the participants or interviewees. Manual coding was used for data analysis, which was necessary to organize data collected and document patterns. The systematic manual coding tool assisted in developing themes. Four themes emerged: (a) parents influence college students' use of programs; (b) lack of education and peer-to-peer support modeling; (c) individualized education program (IEP) influence the use of programs; and (d) strategies for promoting personal success can accelerate the use of programs. Recommendations for educational leaders include repeating the study in different geographic locations with larger sample sizes and increase the target population. [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.]