Institutional distance education goals reflective of policy can have an impact on practice. These goals have been noted as possibly being associated with improving access and outcomes for students with disabilities. The purpose of this study is to re-examine the association of institutional distance education goals with the frequency in which students with disabilities request accommodations in courses offered at a distance; it consists of a nationally representative sample of institutions of higher education. Results indicate a positive and significant relationship between institutional distance education goals and the frequency with which students with disabilities request accommodations in online courses. (Contains 3 tables and 1 figure.)