The purpose of this qualitative descriptive case study was to explore how do secondary and postsecondary educators perceive the variety of barriers and support that directly impact the successful completion of SWD (students with disabilities) undergraduate in the Midwest. The accessibility of higher education to students of various backgrounds has seen an increase in students with disabilities enrolling at a much higher rate. However, students with disabilities face a variety of barriers that impeded their success during their postsecondary education. The author suggests that students with disabilities are underprepared to transition to the postsecondary education setting as well as higher education institutions are not prepared to serve this particular group of students. Thus, several issues arise between contributing to the barriers students with disabilities face, lack of transition education, self-advocacy skills, and perceived attitudes toward SWD (students with disabilities). Consequently, research is of the utmost importance concerning the parties involved in creating and reforming educational procedures; research is not to dictate, but to provide informed facts, analyses, and insight to help guide decisions that will direct the future of students with disabilities to successfully transition from the secondary to postsecondary setting. The population and sample of this study comprised of 59 educators from the secondary (6-12) and postsecondary settings in the Midwest. [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.]