The steady increase of students with disabilities (SWD) enrolling in higher education can lead to barriers regarding the continued receipt of academic supports that can ensure positive outcomes in college; these challenges to obtain equitable supports similar to those received in PK-12 can make college transition more difficult. The problem addressed in this study was the limited and/or reduced continuation of effective supports for SWD transitioning from PK-12 to higher education degree programs and the potential for increased academic barriers. The purpose of this study was to understand the lived experiences of SWD receiving limited and/or reduced supports after transitioning from PK-12 to higher education degree programs. This research focused on the potential reasons why SWD might perceive they are receiving supports that are not comparable to what was previously received at the PK-12 level. The study explored the participants' lived experiences through Adams' (1963) equity theory and Bandura's (1977) social learning theory to explore and understand the study problem. The qualitative phenomenological study used semi-structured individual interviews of SWD who had previously received supports during PK-12 and while attending college to acquire in-depth data on their experiences and perceptions surrounding receiving supports in college. The interpretation of the findings was organized into four themes originating from the study research question. The research revealed most SWD shared similar experiences related to receiving supports in college that were affected by an ineffective transition planning process, lack of advocacy skills, challenges adjusting to college life, and how supports received played a role in effecting positive outcomes for SWD at the postsecondary level. Recommendations for future practice include an improved transition planning process, improving the teaching of advocacy skills during PK-12, and adopting a universal design for learning approach on college campuses to further enhance positive outcomes for SWD at the postsecondary level. Future researchers may want to explore further how the transition planning process affects receiving supports and the student's ability to advocate for themselves confidently. Researchers may also want to replicate this study with a more gender-balanced participant sample. [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.]