With the rapid growth of dual-credit enrollments, it is vital for higher education institutions to understand the needs of dual-credit students, particularly students with learning disabilities. The literature shows a gap in research related to the perceptions of dualcredit students utilizing learning accommodations. The purpose of this qualitative study was to explore dual-credit students' experiences in utilizing learning accommodations in a community college in Texas. Three themes emerged from the data: student accommodation experience, accommodation arrangement and achievement, and accommodation awareness and empowerment. The findings suggest that higher education institutions and high school administrators can work collaboratively to support dual-credit students. Additionally, higher education institutions can provide training to faculty members so that they have the resources they need to support their dual-credit students.