According to The National Longitudinal Transition study (2006), which was completed between 1990 and 2005, the rate of post-secondary enrollment for students with Learning Disabilities increased significantly. The number of students identified as having a learning disability in any type of post-secondary institution in 1990 was at 30%. By 2005, this number had increased to 48%. The numbers of students with disabilities attending colleges and universities after graduation from high school has increased significantly (DaDeppo, 2009; Horn, Nevill, & Griffith 2006; Snyder, Tan, & Hoffman, 2004; U.S. Department of Education [USDE], 2002), and research has shown that students with disabilities who have graduated are more likely to obtain professional employment after completing a post-secondary degree or certificate (Dowrick, Anderson, Heyer, & Acosta, 2005; Flannery, Slovic, Benz, & Levine, 2007; National Council on Disability [NCD], 2003). The successful completion of a post-secondary degree or certificate is closely dependent on a students' academic performance. The purpose of this investigation is to identify the accommodations that contribute to the graduation rates of students with learning disabilities (SWLDs) in public four-year degree-granting colleges and universities across the state of Illinois. This study also seeks to inform high school administrators, especially guidance counselors, of the transition and/or disability services available to SWLD seeking to transition from secondary to the post-secondary setting. Data was collected using document analysis. Document analysis described and examined events of the past to understand the present and anticipate potential future effects (Bowen, 2009). A form of qualitative research, where documents or other text are compared and interpreted in order to provide clarity and meaning of the different texts. Analyzing documents incorporates coding content into themes similar to how focus group or interview transcripts are analyzed (Bowen, 2009). Findings from this study show that 20 out of the 59 (34%) researched post-secondary institutions throughout the state of Illinois, whether public or private, offer services to students identified as having a learning disability. However none of these researched institutions show the specific graduation rates of students with learning disabilities. The research from the study also identified three common themes: (1) Student accessibility, (2) Adequate resources at the higher education level, and (3) Disability services that are fully incorporated into the post-secondary setting. Chapter 5 also analyzed and discussed the findings from the research. After the analysis and the discussion came the implications for administrators and areas for further research. [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.]