Over eight thousand test administrations across two universities were examined to determine whether students with disabilities were being given the necessary extended testing time accommodations and whether their use of extended time decreased over the course of their programs. Findings revealed that commonly accepted recommendations about appropriate durations of accommodations were not suitable in meeting individual students' needs and that students used more time on these types of accommodations as they moved through their first three years of their postsecondary programs. Recommendations are provided.