This article focuses on ways in which students with learning disabilities (LD) successfully self-manage the academic demands placed upon them when transitioning into college. Using a conceptual framework guided by Disability Studies in Education (DSE), the author analyzes experiences of 2 college students to: (1) identify student actions that contribute to academic success, and (2) capture to what degree students view disability being an integral part of their identity. The experiences of each participant are represented in story form, consisting of: an introduction, a narration of specific concerns in relation to college academics, and a description of ways the student strategizes to "stay afloat" and ultimately "survive" in the college environment. The subsequent discussion analyzes instances of student agency, the relationship between LD and identity, and the value of using a DSE approach in researching disability. Suggestions for further research are included.