The purpose of this study was to examine the predictability of selected social, academic, and institutional variables on the acceptance of academic accommodations among undergraduate college students with disabilities. Specifically, this study was concerned with the predictable relationship between the social, academic, and institutional variables of ethnicity, gender, SES, GPA, major area of study, faculty support and disability services, and the acceptance of academic accommodations of undergraduate college students. A predictive correlational research design was employed in the study. To participate in the study, two hundred sixteen (216) undergraduate college students were selected using the purposive sampling technique. To test the hypothesis, pre-existing data were generated by the participating institution's Office of Institutional Research to test the hypotheses. Furthermore, the data were analyzed in the study by utilizing the Binary Logistic Regression procedure. The following conclusions were generated from the results of the study: 1. In general, a binary regression model developed to correctly predict the acceptance of academic accommodations among undergraduate college students with disabilities should not include the social variables of ethnicity, gender, SES, and type of disability. 2. It appeared that undergraduate college students with a medical disability were almost twice as likely to accept academic accommodations than those with physical or learning disabilities. 3. Undergraduate college students with disabilities who were STEM majors were 2.12 times more likely to accept academic accommodations than those who were non-STEM majors. 4. In general, the odds of undergraduate college students with disabilities accepting academic accommodations were significantly higher when academic variables GPA and major area of study were included in the binary logistic model. 5. Any attempt to increase the odds of acceptance of academic accommodations among undergraduate college students with disabilities should include the institutional variables of faculty support and disability services. 6. Finally, it appeared that undergraduate college students with disabilities who received a moderate level of faculty support were 2.79 times more likely to accept academic accommodations than those who received a low level of faculty support. [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.]