As colleges and universities offer more classes in both online and technology blended formats, students with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) will face new learning demands. Compared to traditional face-to-face courses, online and blended courses require increased self-management and executive functioning skills, which research indicates can underlie many common learning challenges for students with LD and ADHD. This article presents the outcomes of interviews with postsecondary students with LD and/or ADHD who were enrolled in online and blended courses and compares these experiences to a sample of students without disabilities. Barriers and opportunities to enhance learning are discussed from the students' perspective, as are suggestions to enhance the planning and development of online and technology blended courses.