The purpose of this study was to investigate the perspectives high school student-athletes with IEPs and their stakeholders have regarding athletic participation and its impact on the student-athletes' academic experience. Research regarding this topic generally deals with the perspectives of the adults involved, and not necessarily the student-athletes (Hedlund et al., 2018; Starostka, 2014; Sukys et al., 2017; Zayas, 2018). Furthermore, Forster (2015) stated that the voice of the high school student-athlete with a disability needs to be heard as this population is underrepresented in this type of research. A qualitative approach was used to investigate the perspectives student-athletes with IEPs and their stakeholders have regarding the impact of high school sports on the academic experience of the student-athlete. Specifically, a single case study with three sub-cases approach was designed as it allowed me to investigate three student-athletes with IEPs and their stakeholders (parent(s), teachers, and coach(es)) through semi-structured in-depth individual and group interviews. I conducted a thematic analysis to investigate the collected data. Additionally, I conducted two phases of coding for my data analysis which resulted in the formation of four distinct themes that supported my research questions: a development of interpersonal, emotional, and academic skills; a building or enhancement of leadership skills; an overall enhancement and benefit to time management skills; and, the implementation of quality and valuable accommodations that can lead to success. [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.]