From preschool through high school, accommodation and success, rather than self-advocacy and student development, are the predominant frameworks for students with physical disabilities. Many students with physical disabilities who use wheelchairs are assisted by their family members with daily life activities such as getting out of bed, showering, eating, dressing, and toileting. Once in college, many of the students are responsible for finding their own personal care, thus it may be the first time they will have to self-advocate. Multiple factors affect the transition and experiences from high school to college and for students with physical disabilities, that transition may involve attendant care. This study explored the transitional attendant care issues and experiences of college students with physical disabilities who use wheelchairs. During a phenomenological study of 12 undergraduates, seven themes emerged regarding transitional issues for students with attendant care: time management, preparing for attendant care, training attendants, first feelings, accepting responsibility, parental involvement, and financial considerations. Four themes emerged regarding their collegiate experiences with attendant care: preferences, relationships with attendants, supportive friends, and characteristics of attendants. Recommendations for future studies, future researchers, academic and student affairs educators, and future college students are provided.