This paper reports on cases in which colleges have handled confidential assessment reports of students with special learning needs in a manner that violated the students' rights to privacy. Guidelines are suggested for students in order to ensure that information that is shared with postsecondary institutions is used in a way that will enhance student-faculty communication and student success. These guidelines include keeping original reports of assessment information, ensuring that information provided to faculty is accurate and comfortable for the student to share, using short direct ways to share information, allowing enough time for the disabilities office to prepare adaptations, and enrolling the support of an advocate in dealing with the disabilities office. (JDD)