The study represents a first step in trying to gain a better appreciation for the complexity of the issues surrounding flagging test scores taken with nonstandard conditions and how the admission process can better serve students with disabilities. Surveys were sent to admission officers, guidance counselors, and disability service providers at colleges and universities to examine their institutional policies and practices. In addition, interviews and focus groups also were conducted. It is clear from the results of this study that perceptions about the use of the flag for nonstandard test administrations differ based on the role the respondent plays in the admission process. Although differences exist with regard to the use of the flag, all three groups perceived an equity problem concerning how students with disabilities are identified, what documentation is required, and what services are provided to these students. Respondents felt that some subgroups of students are not being served adequately by the current system. In addition, the three groups shared a concern that some nondisabled students are manipulating the system to receive diagnoses and accommodations, such as extended time, so as to gain a perceived advantage on the standardized tests. Five appendices are included: (1) Survey Instrument for Admission Officers; (2) Survey Instrument for Guidance Counselors; (3) Survey Instrument for Disability Service Providers; (4) Interview Protocol for Admission Officers; and (5) Interview Protocol for Guidance Counselors.