Laws such as; Individuals with Disabilities Education Act (IDEA), Section 504 and Americans with Disabilities Act (ADA) have made it possible for students with learning disabilities (SLDs) to experience a college education. Factors such as parental involvement, academic support and self-determination skills proved to be beneficial to SLDs' intent to persist at 4-year colleges and/or universities. Although those factors proved to significantly influence SLDs' intent to persist at 4-year colleges and/or universities, there was a need to identify which factor had the most significant influence on SLDs' intent to persist at 4-year colleges and/or universities. The theoretical framework for the study was Deci and Ryan's (1985) self-determination theory (SDT) which assumes that individuals make choices to act on their internal and external environments in order to satisfy their interests, preferences, and needs. A quantitative correlational research design was used to explore the relationship between parental involvement, academic support, and self-determination skills on SLDs' intent to persist at 4-year colleges and/or universities. The Statistical Package for Social Sciences 22 (SPSS 22) was used to code and tabulate scores collected and provided summarized values where applicable. Key findings from the quantitative correlational analysis indicated that parental involvement and self-determination skills had a significant influence on SLDs' intent to persist at 4-year colleges and/or universities and that self-determination skills had the most significant influence on SLDs' intent to persist at 4-year colleges and/or universities. The findings further indicated that academic support did not have a significant influence on SLDs' intent to persist at 4-year colleges and/or universities. One recommendation for further research would be to determine if the findings of the study are applicable to other types of disabilities prevalent on college and/or university campuses; such as visual, orthopedic, and/or mental disabilities and whether academic supports have a significant influences on students' intent to persist with those types of disabilities. [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.]