The purpose of this study was to explore the factors that affect faculty members' awareness of disability and self-perceived readiness/willingness to provide accommodations in higher education--particularly for students with learning disabilities. That was achieved through faculty interviews, analysis of data collected, an Elite interview, and interpretation of perspectives given through both interview processes. The sample consisted of 10 full-time university faculty members from Illinois and one full-time faculty member with disability from a university in a different state as an elite interviewee. This study used a basic qualitative research design and followed a conceptual framework based on ABC (Affective, Behavioral, Cognitive) social psychological theory. The overall findings of this study showed that the perceptions expressed through the interview process allow for a range of interpretation. While, overall, the participants expressed some level of understanding of disabilities and accommodations in higher education, it was clear that there was a lack of training that could be obtained and a depth of understanding that has not been reached, limiting the ability of the participants to provide the necessary accommodations to assist these students in their courses and classrooms. Further findings show there is a variety of perspectives regarding what constitutes an LD, what is UDL and how to use it, what accommodations can and are being provided, and how to improve as we go forward. [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.]