Since its emergence in December 2019, SARSCoV-2 and the subsequent COVID-19 pandemic have had a significant impact worldwide (CDC, 2022a). Researchers have noted that students with disabilities are less likely to enroll in, persist within, and graduate from postsecondary education (Kutscher & Tuckwiller, 2018; Pingry O'Neill et al., 2012). Emerging research has shown that individuals with previous SARSCoV-2 infections may experience persistent symptoms known as long COVID, which can include cardiac abnormalities, cognitive impairment, fatigue, and other issues (Crook et al., 2021). Currently, there is a lack of research on students with long COVID in higher education, an emerging group of students with disabilities needing support and potential accommodations. Therefore, it is essential to explore how the higher education community supports this group as they enter or return to higher education with this new condition. The symptoms reported by students with long COVID can provide vital information on emerging trends related to support for this population within the higher education environment. The research questions guiding this study were: (1) what long COVID symptoms are students reporting to disability support services?; and (2) according to disability resource professionals (DRPs), how have institutions addressed questions related to supporting students with long COVID?