The purpose of this exploratory descriptive study was to examine the mathematics faculty provisions of accommodations for students with disabilities within a Florida Community College. Both developmental and college level mathematics courses were included in this study. This study examined courses taught in the traditional, hybrid, and online deliveries of instruction. Also, the type of instruction taught by the mathematics faculty was examined. Finally, the mitigating factors for providing reasonable accommodations to this particular student population were identified, and a possible intervention model for consideration is offered. The sample population for this study consisted of mathematics faculty members within a Florida Community College as listed in the Crystal Reporting database as having taught developmental and/or college level mathematics in the 2009-2010 academic year (summer, fall, spring). As a result, 79 faculty responses were collected. In total, 34 participants completed the Mathematics Teaching Environments and Students with Disabilities Survey. The survey results suggest that (a) the lack of item response from the mathematics faculty regarding the survey responses received are a limitation to the study, (b) the faculty attitudes and perceptions surveyed may impact how faculty teach students with disabilities, (c) both faculty populations display a barrier (i.e., disconnect) regarding the number of students who are self-identified as having disabilities and those numbers actually reported, and (d) the faculty responses received suggest training is a crucial component missing in addressing accommodations needs of students. Finally, the 5 C's Model of dropping out (Repetto, Cavanaugh, Wayer, & Liu, 2010) is presented as a potential intervention model for students with disabilities in higher education. This study illuminates an intervention model that should be considered. Additionally, the study suggests the faculty's need for training regarding provisions of accommodations for students is necessary, regardless of the type of delivery of instruction utilized. With effective training, those working in administration, student affairs, and academic affairs can continue to "close of the loop" for students with disabilities, and at-risk students can be identified. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]