The purpose of this research was to explore the perceptions of four college students with severe traumatic brain injury and people associated with them regarding the use of learning skills and study strategies. The researchers employed a concurrent mixed method design using descriptive quantitative data as well as qualitative multiple case study data. Qualitative data came from interviews with the students with traumatic brain injury and three to four people associated with each of them; quantitative data was from the participants with traumatic brain injury and 15 to 26 of their same-class peers using the "Learning and Study Skills Strategies Inventory" ([LASSI] Weinstein, Shulte, & Palmer, 1987). Findings revealed disparities in perception between the students with traumatic brain injury and participants associated with them as well as between the qualitative and quantitative data sets of the student participants with traumatic brain injury. These differences appeared to reflect limitations in the student participants' awareness of their deficits. Despite the apparent academic success of the student participants, questions exist about the appropriateness of various accommodation strategies in maximizing postsecondary achievement and facilitating self-awareness of challenges associated with traumatic brain injury. (Contains 2 tables and 6 figures.)