This qualitative study utilized narrative inquiry to examine the experiences of disability service professionals working with students with significant cognitive disabilities in college-level courses. Through 10 semi-structured interviews with disability service professionals within the Florida College System, the following four meta themes emerged which reflect the nature of their experiences: Role of Legislation in the Work of Disability Service Providers, Personal and Professional Impact of Legislation, Personal and Professional Response to Legislation, and Specialized Programs. The most unexpected finding was that several disability service providers did not have knowledge of Florida Senate Bill 850, legislation that dissolved the Florida special diploma. Furthermore, there was no single repository for disability-related information for Florida disability service providers. Instead, providers pulled together information from several resources to ensure that they were adequately informed. Although it is believed that the number of students with significant cognitive disabilities in the Florida College System is still small, data reflected an impact to the disability service providers in this study. This was because responding to the needs of each student with significant cognitive disabilities required a considerable amount of time and effort. Therefore, supporting a handful of students in this population, could monopolize a large amount of time. Disability service providers also reported a change in the nature of their work. They experienced a shift in the types of accommodation requests they reviewed and dealt with more behavioral issues on campus and online. In addition, they were called to consult on and resolve issues outside of their traditional duties. These shifts were all connected to a significant misunderstanding of differences between high school and college by students and their parents. Disability service providers in the study expressed frustration at the convergence of Florida Senate bills 1720 and 850 and voiced concern about allowing considerably underprepared students to enroll into advanced coursework. Despite this frustration, all participants were surprisingly understanding of why this legislation was written. Study participants expressed concern that students who previously earned special diplomas had very little post-secondary opportunities but agreed that Senate Bill 850 was not the appropriate way to address the issue. [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.]