Historically Black colleges and universities (HBCUs) were created to educate Black Americans. While these institutions are often diverse, they predominantly serve Black students and provide an educational experience that is steeped in Black history and rich in Black culture. This study explored how a public, medium-sized, primarily residential four-year and graduate HBCU supports African American students with learning disabilities. Using a case study methodology, various research methods were employed. Disability Support Services (DSS) staff participated in semi-structured interviews and a focus group was held with faculty representing various colleges within the institution. Enrollment Management and Students Affairs staff completed surveys to ascertain what training is available to prepare them to engage with students with learning disabilities. Transcripts of interviews and the focus group were analyzed and triangulated with extant data, which revealed five major themes: provide transition onboarding, allocate resources, collaborate, offer training across the university, and include leadership. Using Crenshaw's Intersectionality as a theoretical framework, these findings illuminated how an intersectional policy approach may be implemented at HBCUs to improve delivery of disability support services and mitigate barriers for students. Recommendations for HBCUs included establishing alliances and a dedicated budget for DSS, formalizing onboarding for students with learning disabilities to minimize the challenges often encountered in the transition process, and integrate professional standards. [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.]