Although students with specific learning disabilities are graduating from high school and being accepted into college at higher rates, research shows that the majority of these students are unsuccessful at the collegiate level (Alvarez-Perez et al., 2012; Connor, 2009; Gil, 2007; Lightfoot et al., 2018; Newman et al., 2011). This study is qualitative in nature with a phenomenological approach investigating the experiences of students with specific learning disabilities at Indiana State University, a mid-size Midwestern university located in Terre Haute, Indiana. Three instruments were used to collect data within this study: semi-structured interviews with students, Beginning College Survey of Student Engagement (BCSSE), and document analysis. The convergent themes that emerged from the data included the following: 1) The Transition to College, 2) A Change in Academic Supports, 3) The Importance of a Strong Network, and 4) Academic Success. In addition to these commonalities, one difference was noted: The use of programmatic supports offered by the University and ARO varied among participants. These themes were used to determine how to support students with specific learning disabilities to promote retention and degree completion. [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.]