There is a decrease in completion rates for students with learning disabilities enrolled at community colleges. The purpose of this qualitative study was to explore how community college faculty who taught at a small rural institution in southeastern Virginia perceived modifying course instruction for students with learning disabilities. Investigating the problem from the perspective of community college faculty provided an understanding of how they viewed instruction and strategies to enhance the overall learning experience for students with learning disabilities. Bandura's self-efficacy theory guided this study. The qualitative case study design included interviews with 10 participants and five participants in a focus group to collect data. Eight themes emerged from the thematic analysis: institutional awareness, a culture of care, sense of belonging, positive outlook about modifying instruction, knowledge about the ADA, faculty's preparation, instructional methods and strategies, and accommodations that supported modified instruction. Faculty's self-efficacy and mastery experiences have an impact on their perception regarding modified instruction for students with learning disabilities. Recommendations for practice are to develop partnerships and expand professional development opportunities. Recommendations for future research include replication at other 2-year and 4-year post-secondary institutions. [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.]