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Students with disabilities are increasingly enrolling in colleges and universities. However, many institutions are still unprepared to support them beyond the basic federal mandate of equal access and reasonable accommodations. This qualitative study utilized a nontraditional media of reflective journaling to capture the anecdotal experiences of 16 college students with disabilities for a 10-week period. Four major themes emerged concerning barriers and frustrations these students encountered on a daily basis: (a) faculty perception, (b) fit of advisors, (c) college stressors, and (d) quality of support services. Recommendations for higher education administrators and disability personnel to become more vigilant in improving support for this population are discussed.