Research is beginning to demonstrate that online learning may afford students with disabilities enhanced opportunities for academic success. In this study, the authors interviewed 11 graduate students to determine their experiences with disability accommodations in online courses and their perceptions of the relationship between those accommodations and their academic success. Although study participants indicated that disabilities presented concentration and scheduling challenges, the flexibility of online learning as well as participants' skills at self-accommodation and self-advocacy were instrumental in students' academic success. The article offers a set of recommendations for students, instructors, and institutions related to supporting the success of students with disabilities in online courses.