This study examines and draws conclusions about institutional support services from the educational experiences, perceptions and perspectives of adults with learning disabilities who dropped out of community college between years 2000-2006. The research strategy of this study is to closely observe institutional support service programs and accommodations designed for adults with learning disabilities attending college. This study uses Schuman's qualitative three-segment interview model. The selection of the individual interview format allows for complete and accurate data collection. It is designed to allow respondents opportunity to offer personal opinions, experiences and meaningful insights concerning the research. This study sought to determine how adults with learning abilities, who dropped out of college, perceive their educational experiences and institutional support services while enrolled, by inferences to theories of learner retention and collected data. This study employs a five-point Likert type-scale to quantify the experiences, perceptions and perspectives of interviewed learner participants toward institutional accommodations and support services. The findings indicate that the future challenge of community colleges is to expand and/or improve upon existing accommodations and support services for adult learners with disabilities by supporting best practices that will appropriately address the results of this research. Recommendations and future research indicate that the impact of a monitored customized comprehensive program and faculty and staff in-service training may prove to increase retention for adults with learning disabilities in community colleges.