Lack of disability-related competence by college administrators is recognized as a barrier to equal access and success of students with disabilities. Currently, no listing of disability-related competencies exists for student affairs practitioners beyond disability services. This study examines the perceptions of 20 experts in student affairs and disability regarding disability-related competencies value to student affairs work. Results of the Delphi study provide a set of disability-related competencies that can be used to guide professional learning.