Faculty are responsible for providing the academic accommodations needed and used by students with learning disabilities (SWLD). Since learning disabilities (LD) are hidden, faculty may question the need for, efficacy of, and fairness of accommodations. Yet academically accommodating SWLD is important to academic success and persistence. This sequential mixed method study used an explanatory design to determine whether faculty who said they were willing to accommodate SWLD were acting in a way that demonstrated that they were. Four research questions were employed: (1) what factors influence the positive actions of faculty in support of SWLD, (2) how do the four types of faculty differ on those factors, and which types are more likely to show positive support actions, (3) what themes emerge when faculty explain their experiences supporting SWLD, and (4) in what ways do the actions of faculty explain their self-reported willingness and ability? First, quantitative data was gathered via a survey, then qualitative data was collected via interviews with faculty. To explore disparity between what faculty say and what they actually do, participants were grouped into four types, based on two measures: (1) willingness to accommodate SWLD; and (2) action-the extent to which accommodations were actually provided. Faculty types were Committed (high willingness, high action), Well-Intentioned (high willingness, low action), Reluctantly Compliant (low willingness, high action), and Skeptically Resistant (low willingness, low action). Statistical analyses were performed to test how and why the types differ. Results showed that knowledge and effort were the factors that contributed to positive support actions of faculty. Committed and Reluctantly Compliant faculty showed the most positive support actions. Knowledge, in terms of personal experience with SWLD and familiarity with LD and its accommodations, influenced the willingness of faculty about SWLD; as did effort, in terms of how difficult an accommodation was to provide and how much support faculty felt in providing that accommodation. Committed faculty were the only group "practicing what they preached;" they said they were very willing and very able, and their actions supported that. [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.]