The purpose of this qualitative, phenomenological study was to better understand the lived experiences of students with learning disabilities who have transitioned to postsecondary education in Alberta, Canada and the meaning students attribute to those experiences. A semi-structured interview format with open-ended questions was used to explore the lived experience and meaning of 10 students with a learning disability who have transitioned to postsecondary education. Interpretive phenomenological analysis was employed to develop themes and ascribe meaning to the experiences from the participant's context. Two distinct timelines emerged from the data with three themes per timeline: (a) pre-high school graduation included accepting my learning disability, I am different; I learn differently, and strategies and (b) post high school graduation included shift in mindset, strategies, and transformative attributes. The findings of this study support the extant literature and offer the perspective that the transition to postsecondary education is a continuum of psychological changes and the development of attributes and learning competencies that begin at the time of diagnosis in elementary school. [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.]