To access accommodations, students must disclose their disabilities to disability resource centers (DRCs), formally request them, and work with disability resource professionals (DRPs) to determine if the requested accommodations are reasonable (Lyman et al., 2016). Although guidance is available for DRPs on determining reasonableness (e.g., AHEAD n.d.; Gaddy, 2012; Laird-Metke, 2016; Meeks & Jain, 2015), it narrowly focuses on assessing factors related only to students' disabilities. Although compliant, this approach may be troublesome as disability is merely one identity among students' other intersectional identities (Annamma et al., 2013; Krebs, 2019; Yull, 2015). Further, in some cases, DRPs select accommodations from a predetermined list, shedding light on the complicated nature of reasonableness and bringing into question for whom this threshold was designed (Krebs, 2019; Kurth & Mellard, 2006). As a result, DRPs need to acknowledge the intersectional identities of students with disabilities and individualize accommodations by considering their unique identities and experiences. The purpose of this paper was to explore DRPs' perspectives on the role of student identities in the accommodation process and how identities are incorporated into accommodation decisions.