This paper addresses issues in the provision of educational services to first year college students with learning disabilities. The literature is reviewed, showing the persistence of learning disabilities into adulthood, the numbers of such students attending postsecondary institutions, and the incidence of disabilities (about 9 percent) among first year students enrolled in colleges and universities. Studies comparing students with disabilities and other students are reviewed, noting that students with disabilities were more likely to be male and older, to be out of high school longer, to feel they would need a longer time to complete a degree, and to select a college based on some special program offering. First year students with learning disabilities were as likely as others to aspire to graduate with professional degrees; more likely to be enrolled in a 2-year college; and more likely to experience problems in reading comprehension, spelling, written expression, math computation, problem solving, organizational skills, time management, and social skills. Requirements concerning "reasonable accommodations" of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act are summarized. Guidelines for facilitating faculty involvement are offered as are general teaching suggestions. (Contains 17 references.) (DB)