The purpose of this study was to identify variables that facilitate the academic success of college students with learning disabilities. Twenty recent college graduates with documented learning disabilities were interviewed using a semi-structured format. An analysis of the transcripts of the interviews revealed eight common themes, many of which were consistent with previous research. The themes included (a) the importance of knowledge of one's disability and concomitant accommodations; (b) limited explanation of results of pyschoeducational evaluations; (c) a dearth of information relating to disability law; (d) the importance of self-advocacy; (e) the significance of accommodations and course alternatives; (f) the importance of support systems; (g) the recognition of the need to persevere under challenging circumstances; and (h) the positive effects of goal-setting. Implications of these results are discussed in relation to characteristics of educational programming that facilitate success among students with specific learning disabilities in postsecondary settings. (Contains 2 tables.)