The purpose of this study was to understand factors influencing the persistence and success of early-identified students with learning disabilities in higher education. Data was collected through a series of semi-structured interviews from a sample of eleven students presenting verified learning disabilities and attending a postsecondary institution. The key emerging themes and patterns were identified from analysis of all eleven transcripts. The findings, placed in the context of previous research into college success for students with learning disabilities, enabled recognition of a success model with two overarching themes: (1) Supports, such as academic and social integration and early identification, which supported the needs of students with disabilities in postsecondary education. (2) Self-advocacy skills, such as disclosing one's disability, asking for help when needed, developing a positive sense of self, and creating innovative strategies, that helped students with disabilities persist and thrive in their schooling. Implications and recommendations for future research were discussed. [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.]