Although there has been legislation that has improved access for students with disabilities, many students are choosing not to pursue postsecondary education. The rate of postsecondary attendance for students with learning disabilities and attention disorders has increased, but they are still enrolling in postsecondary education less frequently than students without disabilities (Newman, Wagner, Cameto & Knokey, 2009; Snyder & Dillow, 2010). There has been little investigation to explain this gap. In response to this need, this study was conducted to explore the college choice process of students with learning disabilities and attention disorders. This qualitative study drew upon the works of Becker (1962), Hossler and Gallagher (1987), and Perna (2006) to frame the data collected from eight participants with learning disabilities or attention disorders at four different community colleges. Three findings emerged from the interview data in this study. First, students with learning disabilities and attention disorders went through the same phases of college choice described by Hossler and Gallagher (1987). Second, although the participants went through the same phases as Hossler and Gallagher's model, they did not engage in the college choice process in the same way that students without disabilities do. Third, participants in this study utilized human capital school and community context and higher education context in the college choice process. [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.]