This article explores the legal implications for U.S. higher education administrators who make admissions decisions regarding students with disabilities. A review of federal legislation, case law, and government agency rulings pertaining to higher education admissions and students with disabilities informs administrators of current law. Recommendations are made regarding advocacy responsibility and how to better help students with disabilities transition to college; the use of disability information throughout the admissions process; the use of standardized test scores during the admissions process; making program alterations; maintaining campus safety while admitting new students to campus; staffing practices for admissions offices; and the concept of agency as it relates to employees of the institution. Following these suggestions can help administrators better serve this student population and their institutions.