Community college students with disabilities (SWD) find disability-related challenges in online learning. Online learning is plagued with high withdrawal rates that impede educational goal completion. Prior to this study, the reasons for asynchronous online course withdrawal of community college SWD were not known. The purpose of this qualitative descriptive study was to explore how community college SWD in the United States describe how student characteristics, student skills, external factors, and internal factors influence their reasons for asynchronous online course withdrawal. The study employed Rovai's composite model as the foundation. Twenty-five community college SWD from California completed the questionnaire and twelve separate community college SWD from the United States participated in semi-structured interviews. The research questions asked how community college SWD describe how the student characteristics, student skills, external factors, and internal factors influence their reasons for asynchronous course withdrawal. Inductive and deductive thematic analysis revealed community college SWD describe how disabilities, time management issues, external crises and commitments, the type of course, the instructor's teaching style, the lack of personal connection with the instructor, and the lack of personal connection with peers influence their reasons for asynchronous online course withdrawal. Implications highlight a need to increase awareness of SWD' preparedness for and potential challenges with online learning, increase support for online SWD, and increase faculty' awareness of online SWD' challenges and the role they play in the withdrawal of online community college SWD. [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.]