Students with disabilities entering post-secondary education encounter unique challenges, such as deciding whether to disclose their disability in order to receive specific supports and services. Disclosing one's disability is an individual choice weighing heavily on the student with consideration given to the possibility of experiencing judgment and stigma. Much research focuses on the experiences of undergraduate students with learning disabilities and Attention Deficit/Hyperactivity Disorder (ADHD) and potential barriers to seeking support from designated disability support services in college. The purpose of this research was to bring awareness of the recent experiences of graduate students with mental health conditions and their experiences utilizing disability support services. A collection of graduate students from a large public university registered with the school's disability services office were interviewed and shared their perspectives on disclosing their disability in order to obtain services and support. Employing a narrative approach framed by self-determination theory (SDT), this qualitative study aimed to learn the experiences of graduate students with mental health conditions. The intention of the study is to demonstrate to others in similar situations that some of their fears and challenges are shared which may result in reduced feelings of isolation. In addition, college disability services personnel, faculty, and administrators may use this research to facilitate discussions on ways to further provide support and inclusion of graduate students with mental health conditions on college campuses. [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.]