Graduate students with impairments achieve at lower rates than peers without impairments. A social model of disability perspective suggests that the disparity results from interactions between individual and situational traits rather than individual characteristics alone. This inquiry compared and contrasted experiences of overcoming academic disqualification among nontraditional post-baccalaureate participants with and without impairments. Comparisons occur within and across dyads: three participants with impairments were matched to participants without impairments and comparisons were made within their experiences and then across other dyads. Participants, regardless of impairments, wrestled with online learning and postponed assistance seeking, and relied on relationships as a source of support and learned to manage their time as a strategy for success. Those with learning needs used prescribed medication strategically and managed identity to avoid stigma or explore autonomy. The findings prioritize support for the agency of nontraditional graduate students for achieving degree completion.