This study assessed the level of academic coping skills being employed by 59 college-bound high school students with learning disabilities (LD), assessed the college-related expectations of these students, and compared these skills and expectations with those identified as essential by successful college students with learning disabilities. Administration of a high school modification of the College Student Experience Questionnaire and another questionnaire revealed that: (1) approximately 85 percent of the students expected to use at least one type of ancillary service, such as extended time for tests, tape recorded lectures, and personal help from faculty; (2) subjects initiated few contacts with faculty outside the classroom and over 50 percent had never talked with a counselor; (3) many students did not apply consistent study techniques such as outlining, underlining major points, or reading supplementary materials; (4) papers were frequently written without the aid of a style manual, dictionary, or thesaurus; (5) students anticipated academic problems in college, most commonly in reading, mathematics, and English; and (6) while successful college students consistently stressed the importance of putting forth extra effort, high school students were not consistently doing so. Implications for the development of college preparatory courses for LD students are outlined. (Contains 12 references.) (JDD)