The determination of people with disabilities to enroll in postsecondary education did not remove the struggles and challenges of adjusting to the college environment despite the provisions of the legislation. Students with disabilities still had problems with degree completion, graduation rates, barriers caused primarily by their unwillingness to disclose their disabilities, and the support networks of these students. This study explores the relationship between the acceptance of disability, self-efficacy, support, and the academic performance/grade point average of postsecondary students with disabilities who receive disability accommodations through their institution's disability service offices. Although there has been an increase in postsecondary enrollment of people with disabilities since the passage of laws that would have been a barrier to their getting into higher education. Multiple linear regression and bivariate correlation analysis will be used to analyze the data collected from one hundred and twenty participants. The findings will be used to provide support that will be helpful in the success of students with disabilities in postsecondary education settings and reduce their length of stay in postsecondary institutions, thereby promoting their timely graduation. [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.]