Students with learning disabilities are attending postsecondary institutions at a much greater rate than they have in the past. Although these students can receive accommodations under the Rehabilitation Act of 1973, the graduation rate for these students is much lower than for their nondisabled peers. This data suggests that traditional disability services may not provide students with sufficient support. In recent years, a new form of postsecondary disability services has emerged. These specialized fee-for-service tutoring/coaching programs are available at several universities and provide services such as weekly tutoring, weekly academic coaching and workshops/programming, along with the accommodations found in traditional disability services. The purpose of this quantitative quasi-experimental study was to examine the self-efficacy of college students with learning disabilities in a specialized tutoring/coaching program versus a traditional disability services program. A secondary purpose of the study was to describe what accommodations the students with learning disabilities perceive to be most critical to their success, and the greatest barriers they face at the university. The study was conducted at a large four-year university in the southern United States. The sample consisted of 84 students at the sophomore level or above (44 in the specialized program and 40 in traditional disability services). Participants accessed an online questionnaire that includes "The College Academic Self-Efficacy Survey" (CASES). Results indicated no significant difference in the mean self-efficacy scores on CASES between groups, though there was a significant difference between the two groups of students on several of the individual questions within CASES. In terms of the accommodations, students perceived to be most critical to their success, peer tutoring, extended time on tests, early registration, taking tests in the testing center, and the emails sent to professors regarding the student's accommodations at the beginning of the semester, had the highest ratings. The greatest barriers that students indicated facing are doubting themselves, being worried about peer perceptions of being in disability services and having the ability to self-advocate. It is recommended that administrators in disability services at four-year universities focus on growing students' self-efficacy to enable their academic success. The importance of increasing students' self-efficacy is also important for high school counselors and parents to understand as they help students prepare for postsecondary education. A second recommendation is for disability services administrators to implement the accommodations that students in this sample felt were most important, and to help students overcome the barriers they face succeeding at the university. [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.]