The perceptions of educators supporting students with disabilities in community colleges was the focus of this narrative inquiry study. The purpose of this qualitative study was to examine the perceptions of educators who teach students with disabilities in community colleges regarding barriers to their achievement and supports and resources needed to improve their academic success. The theoretical framework for this study is based on Tinto's theory of student departure and provided guidance in understanding the perceptions of teaching students with disabilities in community colleges. Two research questions guided the study: (a) What are the perceptions of community college educators regarding the barriers to academic success that students with disabilities encounter? and (a) what are the perceptions of community college educators regarding the supports and resources students with disabilities need to improve their academic achievement? Individual semi-structured interviews were conducted with 14 staff and faculty members of community colleges. In this study, a thematic analysis approach was utilized to identify six themes: (a) poor academic readiness, (b) uncertainty of campus resources, (c) lack of institutional/faculty support, (d) effective support services, (e) accommodation, and (f) professional development. The findings indicated that students with disabilities continue to face barriers at the postsecondary level and improvement of student support services can cultivate an environment for academic success and student retention. While findings are not transferable to the entire population, many are consistent with the literature and may benefit those in settings with similar contexts, providing useful results for educators in community colleges. Recommendations for future research include extending the scope of the study to include more participants from multiple states, narrowing parameters to include specific disabilities, and comparing the perspectives of faculty and students with disabilities. [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.]