This phenomenological qualitative study included four students with disabilities in their second year of study at a postsecondary institution. These students went through the disability disclosure process and accessed accommodations at their respective postsecondary institutions. A semi-structured interview was utilized to answer four research questions to identify what factors influenced students' decision to disclose their disability upon matriculation or to delay disclosure and whether or not to access accommodations. Data were analyzed through the lens of the Expectancy-Value Theory by Eccles and Wigfield to determine on what factors students placed the most importance as they made decisions related to the disability disclosure process. Findings revealed that two students disclosed upon matriculation and two delayed disclosure, while all participants demonstrated a sense of self-awareness and an understanding of the disclosure process. Recommendations for education professionals include a closer look at available accommodations for students and reconsideration of what is deemed burdensome under the law. Future research should include a larger pool of participants and postsecondary institutions to compare the experiences of students with disabilities not represented in this study. [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.]