This qualitative study examines the university experiences of four students with learning disabilities (LDs) in Ontario. The research focuses on individual and institutional barriers and facilitators, as well as social supports. Using a case study design, a series of three in-depth interviews were conducted with the participants. The findings showed that although the students' LDs could compromise their academic performance in university, they made use of the accommodations and services available to them and did well. In contrast to other research, these participants did not encounter any institutional barriers (i.e., professors' negative attitudes towards granting accommodations). Though they had all developed individual capacities that were important to their success, the students revealed that without a facilitating environment, they would not have achieved high grades. In this study, social supports were less important facilitators than individual capacities and institutional support. It is recommended that postsecondary institutions manage exam accommodations, thereby guaranteeing the opportunity for students with LDs to realize their academic potential.