For students with disabilities, the process for requesting and receiving accommodations, accompanying rules and requirements, and eligible accommodations differ significantly at the college level as compared to K-12 settings. Considering the differences in regulations governing accommodations and learning supports for students with learning disabilities in high school as compared to higher education, the purpose of this phenomenological study was to understand the experiences of students with learning disabilities who transitioned from high school to community college. The central phenomenon was defined as students' experiences seeking, obtaining, and making use of accommodations in the community college setting and the meaning they ascribed to this process. Semi-structured interviews were conducted with three participants who had IEPs in high school and had been granted accommodations for learning in college. Through inductive and deductive coding, five themes emerged: relationships, learner identity, self-advocacy, career focus, and educational experiences. New findings included the negative impacts of families and peers on the transition to college, and of harmful statements made by instructors, as well as the degree to which students describe struggles in K-12, and hesitance to seek assistance. Recommendations included increased collaboration between postsecondary institutions' accessibility staff and high school students, increased push-in support in elementary and middle schools, leadership opportunities for students in IEP meetings, and increased self-awareness of learning strengths and challenges. Teachers may enhance the transition for students with learning disabilities by checking in privately with students who are struggling, offering individualized support, and creating safe, supportive, and inclusive learning communities. [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.]