Extensive interviews were conducted with 12 young adults with learning disabilities who were successful at the college level, as well as with their parents, along with a thorough review of available school records, in order to examine how well high-ability students with learning disabilities succeed in academic environments. Most of the participants had been identified as having a learning disability late in their academic careers, suggesting their high ability may have masked some manifestations of learning disability. Students' mixed academic achievements often hindered their inclusion in gifted education programs. Reports of positive school experiences primarily centered around individual teacher support. Students reported many negative school experiences such as social problems, difficulty with teachers, and frustration with certain academic areas. Parents often reported that school systems "did not know what to do" with their children. However, students recalled very positive out-of-school experiences which enabled them to survive and constructively adapt their negative school experiences, resulting in positive personal attitudes. Positive personal characteristics in this group included high motivation, a high level of "task commitment," perseverance, and endurance. A major finding was the positive impact of the services provided by the University of Connecticut Program for Students with Learning Disabilities. The important influence of a learning specialist at the college level emerged as a critical factor in the academic success of the students participating in the study. Executive Summary is also published separately. (Contains approximately 150 references.) (Author/DB)