The purpose of this study was to investigate learning specialists at Division I National Collegiate Athletic Association (NCAA) universities who work with student-athletes. There has been little research into this topic, although the role of learning specialists at NCAA Division I universities student services is growing. The research to date demonstrates a variety of roles of learning specialists with little consistency across the industry. This study was undertaken to provide additional data about learning specialists. A quantitative survey was used to gather data pertaining to role of learning specialists, their education and experience, and job satisfaction. The survey instrument was emailed to a near census of all potential participants at their work email addresses. Additionally, at the conclusion of the survey, learning specialists were given the opportunity to share additional comments. Participants included 140 learning specialists at 113 Division I universities across the United States. A total of 32.2% of Division I universities was represented. Three research questions were addressed: RQ1, the role of learning specialists in NCAA Division I institutions; RQ2, learning specialists' educational qualifications and experience; RQ3, and job satisfaction of learning specialists. Descriptive statistics were used to answer the research questions, and correlation analysis was used to determine relationships. Responses to the open-ended questions were analyzed for trends. The results of the descriptive data revealed that the role of the learning specialist is varied (RQ1). All work with student-athletes with learning disabilities, but the specialists' education and experiences varied widely (RQ2). Most learning specialists were satisfied with their job overall but were frustrated with salary and room for advancement (RQ3). This study revealed that although the learning specialist profession is a growing field, learning specialist standards and possible certification may be needed in order to best meet the needs of the students. By implementation of standards and certification, the profession could mature, and learning specialists could be more effective with their student-athletes and seen in a more professional light. A discussion of the study's limitations and its implications for policy, practice, and future research was also 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.]