Students with disabilities have lower rates of graduation from institutions of postsecondary education as compared to their nondisabled peers (National Council on Disability, 2020). Supports for disabled students in higher education have relied primarily on a deficit-based, regulatory model of access, ignoring a more wholistic approach to access that considers disability identity. Thus, this study sought to determine the effect of disability identity on academic success-related outcomes including sense of belonging and persistence. Participants included 211 California State University undergraduate students registered with disability support services. Participants completed an on-line survey and responded to one open-ended question. Data were analyzed using linear regression and content analysis. Results showed 41% and 27% of the variance in sense of belonging and persistence respectively was accounted for by disability identity and other model variables. To parallel the advances in racial, gender, and LGBTQ+ identity development in academic support services, higher education leaders must also incorporate disability identity into these services to reduce educational inequities for disabled students. [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.]