Students making the transition into college typically come face to face with increased independence and decreased external structure. This may be especially problematic for students with learning disabilities who may be less capable of managing in times of change than others. The outcome is often chronic procrastination, absenteeism, and work-completion problems. Yet these behaviors can actually be symptoms of a much more significant issue that encompasses social and emotional competencies. Likewise, these underlying issues may not be as readily identifiable as the overt behavior itself. While this article may address a larger population of students in the transition process who exhibit similar challenges, the authors' research specifically addresses students with learning disabilities at their campus. Close examination of the barriers these students were experiencing that limited their academic success helped build a case for moving toward a classroom environment in which collaborative learning takes place. The authors share their structured, supportive approach to learning. (Contains 1 figure.)