The topic for the study was the attitudes and perceptions of students with dyslexia, dysgraphia, and dyscalculia toward using assistive technologies (AT) to pass a general educational development test (GED) successfully on the first attempt. The research question was What are the attitudes and perceptions of students with dyslexia, dysgraphia, and dyscalculia toward using AT to earn a GED to graduate high school? The methodology used was a generic qualitative inquiry. The inclusion criteria were (a) adults 18 and over, (b) completed the GED on the first attempt, (c) self-identify as having a learning disability such as dyslexia, dyscalculia, and dysgraphia, (d) used AT to pass the GED test, and (e) passed within the past two years. The exclusion criterion was that the participants had other disabilities not identified in the inclusion criteria. There were eight participants ages 19-59. All participants identified as having dyslexia. Thematic inductive analysis with constant comparison was used to analyze the data resulting in five themes. Theme 1 was their perceptions that persistence made them successful using AT to take the GED to graduate high school and also to increase their success despite their learning disability in everyday life. Theme 2 was their attitude that the use of AT enhanced their communication to compensate for their learning and be successful. Theme 3 was their perception that AT increased their self-sufficiency and independence to compensate for their learning disability and be successful. Theme 4 was the attitude that AT was pivotal for their academic achievement or lack of achievement in high school and taking the GED receive a high school diploma. Theme 5 was their attitude that the affordances and constraints of technologies were important to their effective use of technology preparing to take the GED and currently to compensate for their learning disability and be successful in everyday life. In conclusion, these participants were determined to succeed, which offset all the issues, including a learning disability, lack of support, inadequate access to technologies, and their effort in identifying and using new technologies. The overarching conclusion from this study was that despite their learning difficulties, these participants used AT to successfully graduate from high school and improve their lives overall. The results can be used to identify effective integration of technologies to support the learning of students with learning disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]