Students with high-incidence disabilities such as learning disabilities and attention deficit hyperactivity disorder (ADHD) need to have the strategies and skills of self-advocacy to request and obtain accommodations. However, Latino male students in particular have not been given the opportunity to acquire self-advocacy skills prior to entering the postsecondary education setting. This single-subject, multiple baseline study examined the effects of the Self-Advocacy and Conflict Resolution (SACR) intervention on three Latino male college students with high-incidence disabilities ability to request academic accommodations. Findings demonstrated a functional relationship between the self-advocacy intervention and students' abilities to request academic accommodations in a role-play situation. In addition, all participants were able to fully generalize all target behaviors to a real-life setting. Also, percentage of non-overlapping data (PND) results indicated that the intervention used was effective and data obtained from a social validity survey revealed the significance of the effects of the intervention on the dependent variables. Recommendations for supporting the self-advocacy skills of students with disabilities in the postsecondary environment, as well as implications for future research are discussed.