Increasingly, students with disabilities are pursuing postsecondary education at two-year and four-year universities as well as vocational schools (OCR, 2011a). According to the National Center for Educational Statistics (1999), during the 1995-1996 academic year, approximately 6 percent of the undergraduate population reported having a disability. By 2007-2008, approximately 11 percent of the undergraduate population reported having a disability (NCES, 2013). The National Center for Special Education Research (2005) reported that nearly a third of students with disabilities pursued some form of postsecondary education (e.g., four-year colleges, two-year colleges or vocational schools) within two years of leaving high school. According to one longitudinal study, individuals in certain disability categories were more likely to pursue postsecondary education; 78% of youth with visual impairments, 72% of those with hearing impairments, 58% of students with autism, 55% of those with speech/ language disabilities, 55% of those with deaf-blindness, 55% of those with other health impairments, 54% of individuals with orthopedic impairments, and 52% of youth with traumatic brain injuries enrolled in education beyond high school (NCSER, 2005). By comparison, fewer youth with emotional disturbances (34%), multiple disabilities (35%) or intellectual disabilities (27%) enrolled in postsecondary educational opportunities (NCSER, 2005). As the postsecondary student population diversifies with regard to presentation and need, it is critically important to examine the rights of these students as well as the legal obligations of those who work in higher education. Without a clearly developed understanding of such, many of those who serve in the capacity of postsecondary educator may not only be putting ourselves and their employing institutions at risk for litigation, but also underserving their students.