Postsecondary students with traumatic brain injuries (TBI) encompass a rapidly growing population that does not achieve comparable academic outcomes to their peers without disabilities. These students may experience a vast range of impairments, including those that affect cognitive, physical, emotional, behavioral, psychosocial, and self-awareness abilities, all of which can affect academic achievement. There is a need to develop and rigorously assess the effectiveness of interventions to address the needs of postsecondary students with TBI. Cognitive support technology (CST), which includes commonly used apps that compensate for cognitive impairments has been identified as a promising tool for this population. Studies have demonstrated that students with TBI who receive CST and academic coaching experience improvements in academic performance; however, it remains unclear how CST and coaching work together to lead to these outcomes. The current study used a multiple baseline research design across five students, each of whom worked with a disability services professional (DSP), to examine the frequency with which the students used CST before and after receiving coaching from the DSP. Coaching included working with a DSP to select CST to compensate for individual student areas of challenge, training students to use CST, and providing weekly follow-up meetings. The study also used semi-structured interviews with students to determine how using CST and receiving coaching affected their perceptions of academic performance. Interviews were analyzed using thematic analysis to identify themes across interviews. Results of the study determined that after receiving coaching, students' CST use clearly increased for three participants, moderately increased for one participant, and had unclear effects for another participant. The latter two students both previously used CST, which may have muted the effects of the intervention as they continued typical use during the baseline phase. Qualitative analysis of student interviews revealed that after receiving the CST and coaching intervention, students thought more about their metacognition, experienced enhanced learning skills, and increased efficiency, motivation and confidence when doing academic work. Students also indicated that receiving coaching enabled them to use CST for schoolwork. Limitations, implications for research and practice, and future research are discussed. [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.]