Students need to learn to navigate the transition from high school to college in order to be successful and stay in college. This process is especially challenging for many students with disabilities who may face additional difficulties due to their disability. The intent of this study was to gain a better understanding of the academic and social transition experiences of students with disabilities who had a faculty mentor in their first year of college. Although research has been conducted on the importance of student-faculty interaction, faculty mentoring, and the transition to college (Getzel, 2005; Halawah 2006; Madaus, 2005; Pascarella & Terenzini, 1977, 1978, 1979; Tinto, 1987, 1993), more research is needed with respect to the unique challenges students with disabilities face as they transition to college. This study found that for many students with disabilities, having a faculty mentor was helpful support during their transition to college.