Among students with disabilities, the largest two groups in postsecondary educational settings are students with specific learning disability (SLD) and students with attention deficit hyperactivity disorder (ADHD). These students can experience difficulty in achieving goals in academics and their personal lives. At the University of Arizona, the Strategic Alternative Learning Techniques Center provides comprehensive services for approximately 600 students with learning and attention challenges. This study aimed to explore students' perceptions of self-determination to improve the quality of departmental programing with better preventions and interventions. The AIR Self-Determination Scale was completed by 641 participants. Using both quantitative and qualitative methods, the research team gained an in-depth understanding of the enrolled students. Overall, most students viewed themselves as "sometimes" performing self-determined behaviors and "almost always" to "always" provided opportunities. Moreover, they had a high level of "Thinking" and medium level of "Doing" and "Adjusting." When comparing students by gender, ethnicity, and disability groups, female students' perceptions of self-determination were significantly higher than male students; no significant differences across ethnicity categories were found; SLD group's rating was the highest. Adopting a general inductive approach, three main themes, "Academic Goals, Health Goals, and Employment" and "Finance Goals," were identified. Awareness of different demographic groups, myth busting, and supports were also discussed to provide useful strategies for college students with learning and attention challenges.