This qualitative phenomenological study investigates the transition to college experience for students with learning disabilities who participated in a high school transition-to-college curriculum. Utilizing individual, semi-structured interviews with seven graduates from an independent school for students with learning disabilities currently enrolled in college, the study seeks to deepen understanding of their lived experiences and provide recommendations for enhancing outcomes in this student population. The findings underscore the importance of transition-to-college preparation that allows students to acclimate to the challenges of college life. The results align with existing research highlighting the benefits of prior knowledge about one's learning disabilities, familiarity with accessing accommodations, and understanding one's rights under educational mandates. The study contributes to the existing literature by providing insights into the specific experiences and needs of students with learning disabilities transitioning to college, ultimately aiming to improve support and resources for this population. [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.]