Data indicate that individuals who disclose their disability status to self-advocate for accommodations at the postsecondary level may be as rare as the mythical unicorn. During the 2019-20 school year in the United States, 7.3 million public education students aged 3-21 years received some form of special education services. These students account for 14% of the nation's public school enrollment (Irwin et al., 2021). In one study, only 20% of high school students reported having received any instruction on reading and understanding their own Individualized Education Program (IEP; Agran & Hughes, 2008). In another study, only 19% of postsecondary students reported receiving services or accommodations, while 87% of the same sample reported receiving services or accommodations at the secondary level (Raue et al., 2011).The current study explored the effects of a program designed to fill a research and instructional gap by teaching college-bound secondary students with hidden disabilities how to self-advocate for accommodations. The UNICORNS program delivered instruction via asynchronous interactive video modules (IVMs). The IVMs taught students about self-advocacy, and IEP literacy. The program used a mnemonic to teach eight target behaviors for self-advocating and requesting accommodations. The UNICORNS program included instruction on the four subskills within Test et al.'s (2005) conceptual model of self-advocacy. The study's findings suggest that asynchronous IVMs positively impacted all participants. Implications for practice and future research are provided. [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.]