Accommodations in postsecondary settings have become commonplace for many students with learning disabilities (LD) who have documented needs. Many of the accommodations professionals recommend for students with LD are based on an analysis of the course demands, the student's functional limitations, and a basic understanding of how the accommodation can facilitate the demonstration or acquisition of knowledge. However, little is known about which accommodations are recommended for math, science, and foreign language courses as well as the effectiveness of those accommodations. Because these content areas pose substantial hurdles for secondary students with LD who may transition to postsecondary settings, a review of the literature was conducted to evaluate current practices in the provision of accommodations to postsecondary students with LD in math, science, and foreign language courses. Findings indicate strong empirical evidence for extended test time for algebra exams and emerging research in changes to foreign language instruction. Recommendations for further research are provided.