This article presents findings and a model from a constructivist grounded theory study about purpose development for college students with disabilities. The 59 participants, drawn from 4 different higher education institutions, self-identified as having 1 or more of a variety of disabilities. Students engaged in imagination, exploration, and integration as part of the developmental process of developing a sense of purpose. Important social contexts and intersecting social identities also influenced the narrative of self that students created regarding their purpose.