The purpose of the current study was to evaluate student perceptions of the impact of a course developed to assist students with learning disorders, both learning disabilities and attention-deficit/hyperactivity disorder (AD/HD), transition and adjust to a university environment. Students' perceptions of the impact of the course over time were assessed by a follow-up questionnaire sent to 222 students who had taken the course over the past eight years. In addition, students' perceptions of the immediate impact of the course were assessed by a pre/post version of the questionnaire administered to 68 students taking the class. For the follow-up questionnaire, the variables of acceptance, communication, learning preferences and styles, and academic self-confidence were found to be statistically significant. For both the pre/post and follow-up questionnaire participants' acceptance and understanding of their learning disorders and peer support were found to be statistically significant in transition and adjustment. (Contains 9 tables.)