The current study explored the experiences of graduate students and trainees who have been diagnosed with specific learning disabilities (SLD) or attention deficit hyperactivity disorder (ADHD) and who are currently enrolled in APA-accredited graduate psychology programs in the United States. More specifically, this study focused on these graduate students' academic and clinical practicum experiences to determine how, if at all, their experiences were affected by their learning disabilities. Ultimately, this study endeavored to discover how to improve the learning experience for the next generation of learning- disabled clinicians. These improvements may increase application and graduation rates for learning-disabled people, resulting in a greater number of disabled psychologists. This study was a mixed-method study. Surveys were used primarily to gather quantitative data. Qualitative interviews with students and trainees with SLDs, were used to better identify contextual factors that diminish or enhance the academic and clinical experience. This study findings are significantly scattered. Faculty members are the most disclosed to group at 73%, but only 19% of participants indicated satisfaction with faculty members as it relates to their disability. Another key data point is that 73% of participants stated that they have not disclosed their disability to their academic institution. Relatedly, 65% of participants have not disclosed to their dissertation committees; of those who did, 37% disagreed that it negatively impacted them. This study also looked at the responses based on the location of the participant's academic institution. Participants in Northern California reported higher levels of discrimination in clinical supervision, academic settings, learning psychology assessments, and from school administration. Meanwhile, participants attending programs in Oregon and New Jersey reported the least amount of discrimination. This study also found that levels of institutional support varied. Programs in New Jersey and Oregon had well-established disability services and staff. Given these findings, efforts should be made to better support disabled students in graduate psychology programs. This study proposes several potential solutions. However, there are several important limitations of this study, due to its small size and largely white respondents. Lastly, further study is necessary to ascertain the reason behind non-disclosure. [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.]