This dissertation explored how 11 college students who self-identified with disabilities made meaning of college experience and how they negotiated dis/abilities in their learning. Their narratives performed counter-narrative of disability in higher education. As scholars and practitioners work to increase educational opportunities for historically underrepresented populations, disability is still related to the margin of this trend. Conceptualizations and theories about students with disabilities, including their lived experiences of learning and development, are understudied in higher education research (Abes, 2019; Kimball & Thoma, 2019; Pena, 2014). Kimball and Thoma (2019) consistently reaffirmed the importance of individual characteristics in the experiences of college students with disabilities. The framework of learner well-being was developed and used in this research project. It is a holistic approach to understanding students' learning and development in college. Learner well-being is grounded in student development theory and integrates current constructs: eudaimonic well-being, meaning-making, and narrative identity. Findings from this research indicate that concepts of ability and disability were inherently connected to their narratives of identities, where abilities were highlighted over disabilities in learning. These students' experiences emphasized the importance of various support systems during the learning process. The ambiguous and perplexing nature of disabilities evolved as students went through college. From students' perceptions of learner well-being, the findings show that learner well-being functioned as a reservoir as they went through college. Theoretical implications of learner well-being are offered. Finally, implications for applications of learner well-being are suggested for educational professionals. [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.]