This paper comments on the increasing numbers of handicapped individuals attending colleges and universities in the United States. The increase is attributed to federal legislation, pressures from self-help and advocacy groups, marketing efforts by universities suffering from declining enrollments, and increased recognition of the institutions' social mission. Learning-disabled students represent the newest and fastest growing handicapped constituency at colleges/universities. The number of handicapped students attending postsecondary institutions in Canada is likely to rise, in part due to two important pieces of legislation: Ontario Bill 82: An Act to Amend the Education Act, 1974; and Section 15 of the Canadian Charter of Rights and Freedoms as set out in The Constitution Act, 1982. Critical issues which thus need to be resolved include: architectural barriers; attitudinal problems of university personnel, especially toward students whose handicap is "invisible"; the need to fairly and accurately assess the presence of learning disabilities and the student's ability to cope with the academic demands of higher education; and the need to determine what constitutes reasonable accommodations in teaching and evaluation of learning-disabled students. (JDD)