Increasing numbers of students with disabilities attend colleges and universities after graduation from high school, but studies show that students with disabilities lag behind academically and fail to make progress and complete academic programs at a level and a timeframe comparable to their peers without disabilities. Studies are needed that explore variables related to the academic performance of university students with disabilities. The goal of the current study was to compare and contrast psychological attributes of students with different types of disabilities who enter college. Findings might suggest ways to make the academic environment more conducive to learning for students with different types of disabilities. Incoming first-year students at a large American mid-Atlantic university completed the University New Student Census (UNSC), a 230-item questionnaire given each year after students' summer orientation program. Demographic variables included gender, ethnicity, and disability status. All participants reported relatively high life satisfaction, self-esteem, perceived constraints, social support, and psychological help-seeking. However, significant differences emerged between students who reported a psychological disability and all others, especially those reporting no disability.