Unprecedented increases in the use of technologies throughout postsecondary education and the workplace are redefining traditional concepts of accessibility during testing for college students with learning disabilities. High stakes testing practices are under pressure to change. The challenge for professionals is to ensure that tests are designed and accommodations provided that are in keeping with current technological innovations in instruction, contemporary theories of learning, advances in psychometrics, and accessibility needs of college students with learning disabilities. The purpose of this article is to encourage professionals to reexamine the issues surrounding accessibility on high-stakes tests for postsecondary college students with learning disabilities in an era of technology.