This dissertation investigated the persistence of African American college students with disabilities in higher education, focusing on academic, social, and institutional factors influencing their success. Using a qualitative approach and insights from interviews; findings revealed that comprehensive academic support services, social integration, and institutional commitment to diversity and inclusion significantly enhanced student persistence. The study highlighted compounded challenges due to the intersectionality of race and disability. Recommendations included mandatory faculty and staff training, enhanced financial support, and stringent accessibility standards. Despite limitations such as a small sample size and focus on a single institution, the study provided valuable insights and practical strategies for improving the educational experiences of African American students with disabilities. [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.]