Students with disabilities often take tests using extended time accommodations, which provide students with additional time to complete tests in order to reduce the impact of their disability on their scores. At the postsecondary level, students with disabilities must take the initiative to seek and request accommodations, and their perceptions of them likely influence which, if any, accommodations they use when taking a test. Through semi-structured interviews with postsecondary students with disabilities, the current study identified students' perceptions about extended time accommodations, including the frequency with which they use their extended time, factors that impact their usage (e.g., test format, disability symptoms), and obstacles they face in obtaining and utilizing their accommodations (e.g., instructor-related concerns, social ramifications). It is hoped that these findings assist disability service providers (DSPs), psychologists, and students with disabilities in making more informed decisions regarding the use and provision of extended time accommodations.