Students with disabilities are attending college in increasing numbers (Kim & Lee, 2016); consequently, academic, disability, and counseling resources directed toward full participation in the college experience are strained. To access support resources, college students must assume the responsibility of disclosing their disability and seek assistance without help from parents or teachers (Evans et al., 2017; McCarthy, 2007). Seeking assistance requires knowledge of resources and effective communication skills. Communication, especially the ability to advocate for self, is an essential, yet often a challenging skill for the student with a disability (Daly-Cano et al., 2015). Self-advocacy requires conveying needs and wants to achieve academic success and engagement in the college environment (Stodden et al., 2003). The purpose of this qualitative phenomenological descriptive inquiry was twofold: to understand how college students with an anxiety disorder perceive self-advocacy and second, to understand how self-advocacy influences their daily life activities related to the college experience. The results revealed that although self-advocacy was difficult to learn and master, students recognized the value of self-advocating. As students learned to self-advocate, they experienced more success responding to challenges. Further, students identified the most daunting daily life activities to navigate within the college environment as health management, education participation, communication management, social participation, and sleep participation. Study participants included a criterion purposive sampling of 10 college students. Eight students identified as female and two identified as male. The students ranged in age from 19-31years old. They were diagnosed with an anxiety disorder, had disclosed their disability, and were registered with disability services.