As colleges and universities are required to report graduation rates when receiving federal and state funding, student outcomes can become a substantial concern for these institutions (Hennon, 2022; United States Department of Education, 2020). Many postsecondary institutions may be equally concerned with successfully assisting the increasing number of accepted students with disabilities who often struggle with degree completion (United States Department of Education, 2019; Weis & Bittner, 2022). Community colleges are known to enroll more students with disabilities than their four-year counterparts, and so it is of even greater importance for these institutions to identify factors that contribute or inhibit their disability office in successfully assisting students with disabilities towards program completion (Flink & Leonard, 2019; Nachman & Wilke, 2021). A mixed methods multi-site case study was conducted to examine the perspectives of community college disability coordinators/directors on factors that either contributed or inhibited them in successfully assisting postsecondary students with disabilities towards program completion. Twelve participants completed a questionnaire and then six participated in a follow-up virtual focus group session. The results of this study revealed that there were both factors that contributed and inhibited disability coordinators/directors in successfully assisting postsecondary students with disabilities. Indicated by the results was the need for postsecondary disability program review and implementation of strategies to combat inhibiting factors of assisting postsecondary students with disabilities, which should be aligned to a standard set of best practices. [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.]