While applying a qualitative phenomenological approach, this study determines the perspectives of college freshmen students with disabilities as to what reasons can make them at high risk for early departure. This study demonstrates that respondents acknowledge the reasons that can make them drop out of college are: performance pressure; stress and anxiety; needs are not met; uncaring professors; and for some, none. Respondents also acknowledge that what they would like for their institutions to provide them with are: regular checks; communication and facilitation; encouragement from senior students with disabilities; educate the professors; empathy; anonymous therapy and counseling; and for some, none. The findings are observed to contribute to the current literature, allowing higher education institutions to establish measures that can help the retention and completion of the studies of students with disabilities. [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.]