Students with learning disabilities, including a reading comprehension learning disability, are attending higher education institutions at an increasing rate. As a result, higher education institutions will need to be prepared to accommodate these students, especially with those accommodations perceived as most valuable by the students who use them. This phenomenological study gave a voice to the lived experiences of eight Midwestern community college students diagnosed with a reading comprehension learning disability. Interviews with these students identified the perceived value of the accommodations they receive and how these accommodations contribute to their self-efficacy and perceptions of academic success. Study conclusions will provide institutions of higher education with knowledge as to the accommodations students diagnosed with a reading comprehension learning disability perceive as most valuable to their academic success. [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.]