The present study evaluated the utilization and perceived usefulness of recommendations made to college students as the result of an evaluation and subsequent diagnosis of a specific learning disability. Participants were 47 college students who had received a diagnosis of learning disability within the previous two semesters at a university assessment clinic. Students rated 31 different recommendations in terms of past usage (prior to their evaluation), usage subsequent to their evaluation, perceived usefulness, and barriers to utilization of recommendations. While all recommendations were rated as useful, higher ratings tended to occur for recommendations including program modifications (e.g. course waivers) and training strategies (e.g. study aids). Least utilized recommendations were those with a significant time or monetary commitment. (Contains 1 table.)