College students with disabilities represent approximately 11% of the general college population (U.S. Department of Education, 2013). These students are entitled to a variety of academic accommodations, including extended time to complete tests. Although extended time is frequently requested and granted, little empirical attention has been given to its use for exams taken by students with disabilities in a college classroom sample. The current study sampled records that were collected on all exams completed with extended time during two semesters at a midsize public university in the Northeast. The study explored two broad questions: What portion of typical time and extended time do students with disabilities use to complete exams? How does that use of time vary across common disabilities? Our findings indicated that more than half of the tests administered with extended time were completed within the time given to students in the sample classroom who took the tests. We also found, unexpectedly, that 12.9% of exams were completed in more than the extended time allotted. In this paper we discuss issues disability services providers could consider when making decisions about the provision of extended time and make recommendations for future research.