It is the goal of this qualitative research project to explore the accessibility and equity of students with disabilities in higher education through the lens of a current practitioner. This research was conducted through a 3-document dissertation in the forms of an empirical research paper, a policy paper, and a needs-based assessment/strategic plan. This research project aims to explore and analyze the ways in which staff and faculty in higher education institutions can prepare to provide services and teach students with disabilities by exploring the following questions: How do faculty and staff construct their understanding of the First Year Experience (FYE) programming to support the transition of students with disabilities to higher education? How do Section 504 of the Rehabilitation Act, Title II and III of the Americans with Disabilities Act, and current self-identification policies influence educational success for students with disabilities? What best practices for accessibility and equity in disabilities services can be implemented at a Higher Education Institution (HEI) based on the Association on Higher Education and Disability (AHEAD) Program Domains, Standards, and Performance Indicators? It is the hope of this research to bring awareness to current best practices in higher education to help students with disabilities successfully transition to college and succeed. [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.]