180 Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 11 DOI: 10.4018/978-1-5225-2551-6.ch011 ABSTRACT Students with learning disabilities are the fastest growing at-risk population transitioning to higher education institutions. This chapter explores the academic adjustment issues students with learning dis- abilities experience in their transition to the college environment. Their experiences are explored and reported through the context of student development theory of marginalization. The chapter discusses students’ access and adjustment to the campus culture and how this experience infuences their identity development. INTRODUCTION There is an increase in students with learning disabilities’ enrollment in colleges and universities in the United States (Agarwal, Calvo, & Kumar, 2014; Grant, 2011; Herbert et al., 2014; Hollins & Foley, 2013). A student with a learning disability is defined as having one or more of the following conditions: “a specific learning disability, a visual handicap, hard of hearing, deafness, a speech disability, an ortho- pedic handicap, or a health impairment” (U.S. Department of Education, 2013). Learning disabilities are intrinsic to the student and may continue throughout their life span. Even though students with learning disabilities continually enroll in colleges and universities, they generally have trouble successfully as- similating in the college environment, persevering and graduating. Students with learning disabilities might meet general university admissions requirements and many colleges and universities do provide a number of services to support their persistence. However, this population will still possibly experience a variety of academic and social challenges while in the college culture. In addition to diagnosed learning Marginality and Mattering: The Experiences of Students With Learning Disabilities on the College Campus Wanda Hadley Western Michigan University, USA Jennifer Hsu Grand Valley State University, USA Mark Antony Addison Western Michigan University, USA Donna Talbot Western Michigan University, USA