The body of research in the field of postsecondary education and disability is wide ranging and continues to evolve. Specifically, the literature corpus includes contributions from a range of professions and a considerable number of journals. This breadth of diversity in perspective presents significant advantages; however, it also presents challenges such as how study data are collected and communicated. The article authors represent a range of study disciplines, possess an array of methodological experience, and are affiliated with numerous professional organizations. We present a series of research guidelines for studies focused on postsecondary education and disability, particularly related to describing the sample members and study locations in a clear, consistent manner. The most common currently employed research methodologies are summarized, and suggestions proffered with regard to key study elements to report. The guidelines are not intended to be proscriptive or restrictive, but instead highlight the importance of methodological consistency as the field collectively promotes improved adult outcomes for individuals with disabilities.