Drawing on previous studies, this article examines faculty beliefs, attitudes, and perceptions of students with learning disabilities at a historically Black university. Surveys were distributed to 150 faculty members to explore their understandings of Americans with Disabilities Act, use of accommodations, knowledge of learning disabilities, and perceived willingness to implement instructional accommodations. The faculty members surveyed demonstrated overall positive perceptions in their willingness to personally invest in supporting students with learning disabilities. Faculty members demonstrated neither positive nor negative attitudes regarding the implementation of major accommodations. Results have implications for further research about college context and college persistence for racially/ethnically diverse postsecondary students with learning disabilities and professional development for university faculty members.