To ascertain variance and predictive measure between respondents' self-reported time of disclosure and disability identity development while mitigating for confounding variables: social desirability, transition planning experience, visibility, ethnicity, gender, veteran status, and age, research was conducted at a public two-year institution. Participants were recruited via email. Of 11,251 surveyed, 1,009 were known to meet research criteria, disability and registration. Survey included two instruments: Gibson's Disability Identity Development Scale and Marlowe-Crowne Social Desirability Scale Short Form. Of the 291 respondents, 236 completed, yielding a response rate of 23.4% and 108 for final analysis. Although analysis of sample failed to give sufficient evidence that disability identity development was a significant predictor of time of disclosure even when controlling for the predictor variables, the results suggest directionally that disability identity development increases as time of disclosure decreases, confirming the pilot study's observation and warranting future research exploring the directionality of disability identity development and time of disclosure. Descriptive findings resulted from comparing the two- and four-year institution. On average, despite reduced age, four-year students exhibited greater disability identity achievement than the older two-year students. Half of both disclosed at time of enrollment. At both, respondents were largely female, Caucasian, nonveterans. reported no transition planning experience, had invisible disabilities, domestic origin and K-12 experience, reported Psychiatric/Psychological disabilities, had invisible disability, and experienced onset between six and ten years, prior to college enrollment. At both, most reported extended test time and alternative test location accommodation use, pursuing health related professions, and indicated a sense of uncertainty surrounding future workplace accommodations. Differences between two- and four-year reporting included disability type, accommodation requests, career paths, and desired accommodations in future workplace. Implications include that improving the disability identity of community college students will increase the likelihood and timeliness of disclosure for accommodation use. Postsecondary institutions should cultivate disability identity development by providing students with disabilities opportunities to engage in disability community and gain self-acceptance. Institutional efforts should also address implicit bias toward disability, raise awareness surrounding ADA qualification in college and future career, and educate stakeholders about the legitimacy of invisible disabilities and strategies to combat microaggressions. [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.]