In this article, the authors examine strategies for supporting college students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) from the conceptual frameworks of positive psychology and self-efficacy theory. Higher education professionals can use principles taken from the relatively new field of positive psychology, which focuses on positive emotion and making people's lives rewarding, to improve the self-efficacy of college students with disabilities by creating positive learning environments and focusing on students' strengths. The academic challenges faced by students with LD and ADHD are particularly well-suited to supports provided by both self-efficacy coaching and a positive psychology approach. This is true even though the two groups differ in significant ways because both theories can be integrated and adapted by counselors, tutors, and other service providers to match the needs of individual students. Research studies examining the importance of increasing self-efficacy among students with LD or ADHD are presented and discussed. Current support services are described and recommendations made for practices that both faculty and disability support service offices can implement to help students with LD or ADHD succeed. (Contains 1 table.)