This study pertained to the experiences of learning-disabled individuals as they transition from high school to college. An exploration was undertaken to determine what an individual who falls into this classification personally experiences when transitioning from a situation where services that aid in creating an equitable learning environment are readily provided, to an environment in which they must learn to self-advocate for comparable services. There is a gap in the literature regarding the attrition and completion rates for learning-disabled individuals in a higher education setting. The academic success levels of these individuals have been significantly lower than those who do not have a learning disability. This study was designed to examine the phenomenon. The research methodology for this study was generic qualitative inquiry. A series of interviews were conducted with qualified participants, and a thematic analysis with constant comparison was conducted on the results obtained from the interviews. The researcher interviewed eight learning-disabled individuals who met the inclusion requirements outlined in the study. The participants were four men and four women with varying learning disabilities who required specific accommodations outlined in their individualized education plans while in high school. The data collected from the participants' interviews were transcribed, coded, analyzed, and categorized into themes and subthemes. The findings of this study indicated an emotional toll experienced by these individuals as they transitioned from high school to college, regardless of whether or not they were academically successful. Those who were academically successful possessed characteristics of perseverance, self-efficacy, and patience, along with a strong support system. Those who were not academically successful did not have these personal characteristics or a strong support system, and they had a dependency on accommodations that did not remain consistent as they pursued their educations. The findings of this study illuminate the details surrounding these differences between the academically successful and unsuccessful study participants and indicate opportunities for further research on this topic. [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.]