College students with psychiatric (non-apparent) disabilities have a much higher dropout rate and tend to underperform academically when compared with peers who do not have non-apparent disabilities. These students are also vulnerable because their disability could delay the development of milestones critical to adulthood. Limited research examines students' perceptions and attitudes about disclosing their disability to university personnel to promote academic success in college. The goal of this exploratory study is to investigate factors associated with students' perceptions of faculty and peers that impact these students' disclosure of their non-apparent disabilities in order to access services for academic assistance. Seventeen college students were recruited at a competitive, urban, private Midwestern university to participate into a two-year qualitative study that examined their use of disability services. Findings indicate that students make the decision to disclose to request accommodations under three conditions: (1) fear that their disability will greatly limit functioning critical to academic achievement, (2) the stability of their non-apparent disability, and (3) stigma. Policy and practice implications concerning students' mental health issues with university faculty, administration, and campus service providers are discussed.