Traditionally, student issues regarding disability and sexuality have been viewed and addressed in isolation on college campuses. However, students with multiple minority identities are in need of services and personnel that are responsive to their unique needs as members of two historically oppressed minority groups. This qualitative exploration gives voice to the campus experiences of a gay, male college student with a disability. Multidimensional identity theory is used as a framework to contextualize his personal perspectives concerning various aspects of his collegiate experience. Findings suggest that the participant vacillated between several options of Reynolds and Pope's (1991) Multidimensional Identity Model, which illuminate the need for more integrated services and support within the campus environment. Practical implications are offered to assist college and university personnel respond to the needs of GLB students with disabilities. (Contains 1 table.)