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Postsecondary students with disabilities have improved academic outcomes when accessing disability-related accommodations. Yet, many students are reluctant to engage in conversations with faculty members about accommodations. In this study, 15 university students with disabilities engaged in a simulated meeting to discuss the use of accommodations with an actor-portrayed faculty member. Student reflected on their experience in small groups and by individually watching a recorded video of the simulated meeting. Students identified several benefits of participating in a simulated meeting to discuss disability-related accommodations. These include gaining insights into the way they frame their needs to faculty members, and recognizing how they can adjust their approach to future conversations to anticipate faculty members’ responses, and more strongly assert their preferences.