Using a qualitative design, this study offers an understanding of the lived experience of students with attention deficit hyperactive disorder (ADHD), learning disability (LD), or traumatic brain injuries (TBI) who are integrating into an academic community within a higher education institution located in the southern United States. Additionally, it provides an understanding of the opinions, attitudes, beliefs, and experiences of higher education students with disabilities. Furthermore, the study offers opportunities for the higher education institution to improve the academic climate, to implement (or improve) policies, to implement programs that build self-determination and self-advocacy skills, and to address the specific needs of the students with disabilities population within the participating institution. In this study, 8 higher education students with disabilities were interviewed. Six of the participants had a medical diagnosis of ADHD. Additionally, one of the ADHD participants had a LD as well. Two participants had TBIs. The themes that were identified impacted the participants' integration into the higher education academic community and, ultimately, had varying levels of impact on their academic success. The similar themes identified among the participants are helpfulness of faculty and staff, applying for accommodations, distractions, socialization, available resources, medications, and recommendations to other students with disabilities and to the participating higher education institution. [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.]