In this study, the problem that has been addressed is the poor college academic experiences of neuro-diverse students who do not complete degree programs at the same rate as their non-disabled peers despite levels of self-esteem that are at times comparable to those of non-disabled peers. The undergirding framework for the study was Self Determination Theory (SDT) with its posits about how human motivation and success have three key ingredients: autonomy, relatedness, and competency. The purpose of the study was to find potential gaps in services for the population while providing data to both future researchers and college administrators. The study design was phenomenological with 11 neurodiverse participants with low GPAs providing data about their lived experiences. The participants answered questions in an anonymous online survey with questions developed about their relatedness, competence, and autonomy needs. Results included an emphasis on the need for this population to have supportive relationships regarding relatedness needs in order for them to forge ahead in academic pursuits. It was also evidenced from the results that these students do not value the need to become competent as much as they are focused on getting a better lifestyle from their academic pursuits. These results imply that applicable students need more than just academic accommodations--They need supportive relationships within the college, and faculty and disabilities office staff can provide social support that can make a difference. They also need to understand more about becoming competent in their chosen fields rather than focusing on what those potential careers may mean for them later. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]