Learning disabilities (LD) are a set of complex disorders, also known as "hidden" disabilities, which require comprehensive and tailored supports to meet the specific needs of individuals. As such, because of such complexities and with college attendance on the rise in recent years, it is necessary to understand the needs of students with LD and to follow students, educationally, from primary education through higher learning to ensure successful outcomes. Governed by the American with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973, postsecondary institutions are tasked with offering students supports. The purpose of this research was to evaluate the relationship between age, delay of college, and type of disability to student's utilization of Student Disability Offices (SDOs) in an effort to identify components that may influence students seeking assistance in higher education. An online survey was used to gather data about students age 18 and over, who were actively enrolled in higher education learning, and had registered with their local SDO. Students were recruited through their SDO and in a variety of online forums. The results of the correlation analysis revealed that delaying college was the only variable of statistical significance when looking at factors influencing students utilizing SDOs. Although age and type of disability did not reveal statistical significance in students seeking support services, recommendations for future studies include evaluating whether age and type of disability impact completion rates and attendance in college altogether. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]