While the number of students with disabilities in postsecondary programs has increased over the past few decades, they earn lower grades and are less likely to graduate. Academic outcomes are also worse for those with invisible disabilities such as ADHD and learning disabilities, especially as younger college students. Large, intro level courses such as Basic Human Anatomy (ANAT-A215) serve as pre-requisites for entry into competitive programs, including the Bachelor of Nursing program at Indiana University Bloomington. Therefore, equitable academic and career outcomes may be lacking for students with disabilities. This study utilized a triangulation convergent mixed methods approach by analyzing academic outcomes for accommodated students with disabilities across twelve large, intro level STEM courses, including ANAT-A215, and six large, intro level non-STEM course between Fall 2014-Spring 2020. These outcomes were merged with findings from semi-structured interviews investigating the experiences of six accommodated students with ADHD or learning disabilities. Students with disabilities, including those with ADHD and learning disabilities, received lower final grades in large, intro level STEM courses. Younger students in particular reported struggling adapting to the demands of STEM courses and did not know how to actively study. The added time associated with college STEM courses also appeared to negate the benefits of accommodations such as extra time. Overall, changes to grading schemes, the availability of active learning resources, and level of faculty support are needed to support the learning needs and of students with disabilities, including those with ADHD and learning disabilities. [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.]