The numbers show that more students with LD/ADHD are gaining college admission (Madaus & Shaw, 2010; Pryor, Hurtado, DeAngelo, Blake, & Trane, 2010). Even so ever-increasing issues face colleges and universities in the retention and graduation rate of these students (Anctil, Ishikawa, & Tao Scott, 2008; Getzel & Thoma, 2008). Self-determination has been shown by numerous studies (Anctil et al., 2008; Field, Sarver, & Shaw, 2003) to contribute to improved life outcomes for individuals with disabilities, specifically for students with learning disabilities (LD) at the post-secondary level and has the potential of increased retention and graduation of college students with LD. Indeed, further studies found a significantly positive relationship between the grade point averages of students with LD and their levels of self-determination. (Humphrey, 2010; Sarver, 2000; Zheng, Erikson, Kinsgston, & Noonan, 2014). This study continues to build on previous research showing a link between self-determination and online academic coaching as an instructional intervention. This study was conducting using a quasi-experimental, pre-and post-test design without a control group to examine the effects of Think to Learn in College (TLC), an online academic coaching intervention on the self-determination of college students with LD. Three survey instruments were administered to collect data from the participants. The participants received a five-session intervention developed and administered by the researcher. Data were analyzed using descriptive analysis. The online academic coaching intervention, TLC, appeared to have a positive impact on levels of self-determination as measured by the Self-Determination Student Scale-Short Form (SDSS-SF) (Hoffman, Field, & Sawilowsky 2004). The student perception survey administered after the intervention indicated that the intervention had an overall positive impact on the students' perception of their study and learning skills. [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.]