An increasing number of students with disabilities (SWD) are attending college. Yet, many SWD, including students with specific learning disabilities (SLD), do not access accommodations needed for their academic success (Travis, 2014). To identify barriers and supports that affect access to accommodations, the researcher used a qualitative methodology with a descriptive, phenomenological approach to explore experiences of accessing accommodations for a convenience sample of students who self-identified with SLD and were attending Southern California community colleges. Data collected from semistructured interviews were analyzed through the lenses of self-advocacy theory and self-determination theory. The researcher found and identified three practical themes: (1) assigned advocates; (2) meeting with instructors; and (3) positive school experiences that assist students with SLD on postsecondary campuses access their accommodations. The themes support recommendations to those working with postsecondary students with SLD. Those recommendations include: (1) assigning advocates; (2) facilitating meetings with instructors; (3) ensuring all students have positive educational experiences; (4) training and educating all those who encounter SWD on postsecondary campuses; and (5) alleviating stigma and negative perceptions associated with disabilities.