Using the definition of self-advocacy from M. E. Skinner (1998) as the conceptual framework, and the Self-Advocacy and Conflict Resolution Training developed by Palmer and Roessler (2000) as the foundation, the researchers solicited feedback on the construction of an abbreviated virtual self-advocacy training for traditional freshmen college students with a learning difference with pre- and post-survey data collected at three, four-year public institutions. The purpose of the Keys to Self-Advocacy Training developed for this study was to provide a program to help address the challenges these students encounter while navigating the postsecondary disability accommodation process to gain access to appropriate academic accommodations needed for degree completion. The term "learning difference" was used in the training and this brief as a means to promote positivity around disability terminology. Students participating in this particular training demonstrated improvement in self-advocacy knowledge ([delta]=0.33-1.00) after viewing one of the training videos.