Using structural equation modeling, the study tested a theoretical model linking family background, student attributes, and college success. The sample consisted of 346 students with learning disabilities (LDs) who enrolled in college between 2004 and 2012. The data were taken from the public files of the Education Longitudinal Study: 2002. The results indicated that family background has a strong significant direct effect on the students' attributes, which then has a direct effect on college success. Students with LDs from higher socioeconomic status (SES) families, who have higher educational expectations, coupled with a strong academic background, have the best chance at succeeding in college. However, these factors only explain 13% of the variance, which calls into question what other variables may also be important predictors of college success for these students.