In 1970, this first program supporting college students with language-based learning disabilities was a radical pioneer. While an exemplar for 40 years, there are fresh challenges today in the form of competition for diminished numbers of 18 year olds. To better understand what helps and what matters to students, research needs to go beyond most researchers' ways of knowing, listening to their voices and direct lived-experience. It is the first formal analysis of students' natural narrative responses to the question of this leading program's success factors. Context is provided via program history and discussion of trends in academic success prediction research for the population. This longitudinal mixed methods study analyzes 11 years of feedback. Results yield six success themes that can help families choose a support program and be applied broadly to improve educational practice for individuals with learning disabilities, ADHD, and executive function weakness. (Contains 2 tables.)