Despite the existence of policies aimed at ensuring equitable opportunities for individuals with disabilities, at the postsecondary level, students with learning disabilities and/or attention deficit/hyperactivity disorder have lower enrollment and completion rates than those without disabilities. To optimize policies and practices to support students with learning disabilities, it is crucial to incorporate the perspectives and experiences of such students. This paper presents the results of a scoping review of research based in the United States and Canada that addressed the perspectives and experiences of students with learning disabilities and/or attention deficit/hyperactivity disorder regarding postsecondary education. The five-step process for scoping reviews outlined by Arksey and O'Malley (2005) was used. A search of 10 databases resulted in 44 articles meeting the inclusion criteria, with most studies conducted in the United States (n = 35) and using qualitative designs (n = 37). Six themes were identified using an inductive analysis process: (1) supportive and non-supportive experiences with professors, faculty and counselors; (2) experiences of negotiating and receiving formal accommodations; (3) intrinsic factors affecting success; (4) influence of variability in timing and understanding of diagnosis; (5) stigmatization of disability status; and (6) social factors affecting success. Findings support the need for inclusive learning environments, better access to accommodations, collaboration between all stakeholders, and educational initiatives to combat negative attitudes and beliefs regarding students with learning disabilities among peers and faculty. Future research directions are also identified.