Despite the increase of individuals with psychological disabilities (PD) attending college and universities, students with PD are less likely to complete their college programs than their nondisabled peers and peers with other disabilities. This qualitative study examined the perceptions and beliefs of individuals with PD attending a four year university regarding faculty characteristics and behaviors that promote academic achievement, as well as faculty behavior and characteristics that encourage disclosure and requests for accommodations or other supports. The researcher conducted in-depth interviews with 16 participants and utilized grounded theory research methods to collect and analyze data. Various themes emerged from the study, including participants' considerations when asking for accommodations, faculty characteristics and behaviors identified as impacting academic achievement, and suggestions for faculty members to help students succeed in their coursework.