Successful transition to postsecondary education for students with learning disabilities requires application of both academic and non-academic skills to meet the increased demands of the college environment. While academic skills are often of primary consideration, this article addresses critical non-academic factors that impact the academic success of college students with learning disabilities. These include, but are not limited to, self-efficacy and self advocacy, two foundational components of the global concept of self-determination. This article presents a brief summary of key issues in the existing literature related to these component skills, as well as a sampling of related student perspectives. Implications for practice and existing research are also presented that address improving self-efficacy perceptions and self-advocacy skills of postsecondary students with learning disabilities.