This session will review the results of the presenter’s dissertation study where interviews were conducted with college and graduate students at several institutions exploring their experiences with both supportive and unsupportive faculty when accessing their accommodations in their courses. Students shared powerful messages related to how these experiences with their faculty members influenced their self-efficacy, study strategies, and motivation in their courses in both positive and negative ways. This study has been transformative for the presenter in terms of how she engages with her students seeking accommodations. Implications for practice for disability support services providers will be discussed specifically how this research has impacted researcher’s approach to supporting students and educating faculty.