As the number of students with disabilities within residence halls increases, their interactions with other residents can become problematic; in many instances, students without disabilities may not understand the behavior of their peers with disabilities and vice versa. Misunderstandings are compounded by the fact that 84% of students with documented psychological disorders do not seek assistance. The inability to understand others can lead to actions that are incongruent with codes of conduct, and disagreements are exacerbated within the smaller confines of residence halls. The purpose of this article is to provide readers with an overview of invisible disabilities; an examination of the interplay between the law and professional practice; examples of collaborative, educationally effective conduct practices; and a case study of a residential student with an invisible disability.