Students with learning disabilities are enrolling in postsecondary institutions at greater rates than ever before. However, their completion rates are lower than those of their non-disabled peers. The purpose of this qualitative case study was to acquire pertinent information from university professors regarding accommodations and support services for students with learning disabilities at one university on Long Island, New York. Through the use of a faculty questionnaire and follow-up questions, research was conducted to identify the accommodations and support services that professors believed to be the most helpful for postsecondary students with learning disabilities, to determine whether the accommodations and support services improved student academic performance, and to identify the accommodations and support services that professors believed could benefit postsecondary students with learning disabilities if colleges and universities made them available. Also, a goal of this study was to explore ways of offering students with learning disabilities more and/or better accommodations and support services apart from those available through separate fee-based programs. Howard Gardner's Theory of Multiple Intelligences and Albert Bandura's Theory of Self-Efficacy provided the framework for the study. It was hoped that this study would provide worthwhile information for leaders of postsecondary institutions wishing to improve the support services available for students with learning disabilities and ultimately to increase the completion rates of these students. [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.]