Professionals in the field of education emphasize post-secondary education as "the other transition" for students with disabilities. Although literature is accumulating about the integration and use of assistive technologies (AT) for students with disabilities in educational settings, greater emphasis has been placed on K-12 than post-secondary education. Considering the documented role of AT in facilitating education for K-12 students with disabilities and the traditionally reported low employment outcomes of persons with disabilities, it seems appropriate for instructional designers to assess their knowledge of AT and its use as an instructional tool to assist postsecondary students with disabilities. The purpose of this article is to explore the literature regarding the use of AT to assist college students with written language disabilities. By becoming knowledgeable about AT, more accessible educational programs and environments can be developed that may translate into positive educational outcomes for this population.