Qualitative data were gathered, via surveys and interviews, from students with disabilities enrolled in undergraduate and graduate professional preparation programs, with the intention to learn about their reasons for not disclosing their disability status or not pursuing relevant accommodations. Findings indicate their primary motivations are to assert independence, to avoid stigma associated with others' responses to disclosure and/or use of accommodations, and to develop an adult identity that includes but is not defined by disability. Recommendations for higher education practice and further research are provided.