The effects of extended time on the writing performance of university students with learning disabilities (LD) was examined. Thirty-eight students (19 LD; 19 non-LD) completed a collection of cognitive, linguistic, and literacy measures, and wrote essays under regular and extended time conditions. Limited evidence was found to support the accommodation of extended time to improved writing quality indices. Compared to the students without LD, the students with LD demonstrated increased writing fluency with extended time, but the organizational and thematic quality of their essays continued to be lower. The results are discussed in relation to current theory and research on the persistence of writing disabilities into adulthood, and the provision of empirically supported accommodations for students with LD in higher education.