This phenomenological study provided the essence of the meaning that three media professionals with disabilities assigned to their postsecondary journalism and mass communications (JMC) educational experiences and their transition from college to career. Because previous research on people with disabilities has primarily been quantitative, a qualitative phenomenological design was chosen to provide understanding of the lived experience of this culture-specific population. This study also fills a significant gap in the literature because very little research on JMC students with disabilities exists. Participants provided face-to-face interviews and submitted media products that they believe represent their experience as JMC students who made the transition from postsecondary education to the professional media workplace. While findings revealed that participants felt their postsecondary institutions provided positive, accepting cultures for students with disabilities, they said they felt underestimated by JMC faculty, students, and media professionals; experienced pedagogical barriers to learning; and received minimal assistance from faculty and postsecondary staff as they transitioned from college to work. They also reported demonstrating a high level of self-efficacy and working harder than their peers. Findings point to a need for inclusive pedagogies in the JMC curriculum, disability-inclusive diversity training for all stakeholders in the postsecondary community, and a cooperative effort between JMC faculty and career services offices to provide internship guidance and job search training. [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.]