Faculty are responsible for providing academic accommodations needed and used by students with learning disabilities (SWLD). Since learning disabilities (LD) are hidden, faculty may question the need for, efficacy of, and fairness of accommodations. Yet academically accommodating SWLD is important to academic success and persistence. This sequential mixed methods study investigated whether faculty who said they were willing to accommodate SWLD showed positive actions that demonstrated that they were. First, quantitative data was gathered via an online survey. Respondents were grouped into four faculty types, based on two measures: (1) willingness to accommodate; and (2) action -- to what extent accommodations were provided. Faculty types included Committed (high willingness and action), Well-Intentioned (high willingness, low action), Reluctantly Compliant (low willingness, high action), and Skeptically Resistant (low willingness and action). Statistical analyses were performed to explore how the four types differ. Next, a sample of faculty from each type was interviewed. Results showed that knowledge and effort were the factors that contributed to faculty support actions, with Committed and Reluctantly Compliant faculty showing the most positive support actions. Knowledge, including personal experience with SWLD and familiarity with LD and its accommodations, influenced the willingness of faculty; as did effort, in terms of how difficult an accommodation was to provide and how supported faculty felt in its provision. Only Committed faculty "practiced what they preached;" they said they were very willing and very able to accommodate SWLD, and their actions supported that.