Within the past 20 years, postsecondary institutions have seen an increase in the enrollment of students with disabilities. The purpose of this concurrent transformative mixed methods study was to examine the perceptions of students with disabilities on assistive technology use in the postsecondary educational environment while considering existing practices, policies, and procedures used to address potential barriers. Using a social justice framework grounded within the Critical Theory constructivist paradigm, 179 undergraduate students with disabilities at a college of technology in Pennsylvania were invited to complete a survey to gain insight on perceived factors impacting assistive technology use. The researcher then conducted semi-structured interviews of 13 participants with different levels of self-rated proficiency of assistive technology use. Interviewees then participated in either a follow up focus group or one-on-one with this researcher. Research questions that guided this study included: 1) What do students with disabilities in a postsecondary educational environment perceive are factors that impact effective assistive technology use?, 2) How do students with disabilities describe the impact of assistive technology use on their experience in the postsecondary education setting?, and 3) How do students with disabilities view the effectiveness of support and services currently available in the postsecondary environment regarding effective assistive technology use?. Findings and results of this study lead to several conclusions of what students with disabilities perceive are factors impacting their assistive technology use in the postsecondary environment today. These include: 1) availability and ease of use of assistive technology, 2) limited experience and training with technology when transitioning to postsecondary education, 4) limited accessibility and universal design practices, and 5) and personal/emotional impact of disability. This study offers recommendations for developing practices, policies, and procedures to meet the needs of students with disabilities in the postsecondary environment. These include introducing assistive technology services and supports to students much earlier in their academic career, establishing collaborative advocacy teams in the postsecondary environment to strengthen the overall support offered to students for the duration of their studies, advancements and availability of technology, and building Universal Design and accessibility into the infrastructure at postsecondary institutions. [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.]