Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA) are often the starting places for conversations about students with disabilities in higher education. Section 504 and the ADA provide mandates for protection from discrimination and provision of reasonable disability accommodations (e.g., sign language interpreters, conversion of printed text to digital text, extended time on tests). These laws guide work with students with disabilities on campus, but it is not enough. It is a good starting point, but should not be the ending point. Colleges and universities are committed to meeting more than the minimum legal obligations to students of color, women, and gay, lesbian, bisexual, and transgender (GLBT) students. Likewise, there should be a commitment to doing more than meeting a legal obligation for students with disabilities as well. This chapter strives to help campus administrators understand obligations to students with disabilities, some current best practices in disability service provision, and timely issues challenging disability services (DS) staff in the United States. It frames disability services as both a legal and ethical obligation. There is an inherent tension in deciding how much to let the law guide services, and how much to use DS resources to destigmatize disability and to create a campus that is inclusive and welcoming to all students.