This study investigated differences between attributional style and student adaptation to college for students with and without disabilities. In terms of attributional style, the students with disabilities demonstrated a more internal, stable, and global attributional style for both positive events and negative events. In terms of student adaptation to college, the group of students without disabilities scored higher for overall student adaptation to college, social adjustment, institutional attachment, and semester GPA. Additionally, we explored the ability of six variables to predict student adaptation to college for students with disabilities. Two variables contributed significantly to the prediction: self-advocacy skill and visibility of disability. (Contains 4 tables.)