A study analyzing the perspectives held by higher education's disability service providers in regards to disability and/or students with disabilities in the implementation of program standards was carried out using a sequential mixed-methods design. Using the knowledge gather by Disability Studies scholars, the study used the constructs of individual, social and universal approaches to service delivery as a looking glass. The Quantitative study consisted of a representative sample of 135 disability service providers with membership in the association during the fiscal year 2007. The sample for the in-depth interviews was a sub-group (n=12) of the larger sample, stratified using the self-reported ideology question in the demographic section of the survey: individual, social, or universal. IN general, this study found, that participants are more likely to implement services using an individual approach; or determining the individual's 'deficit' and accommodating it. However, it was also found that to some extent participants have awareness and sometimes implement either social or universal approaches to service delivery. And when participants communicated in regard to the implementation of these standards, their language often reflected conflictive views between the approaches they said to be using and the framed they used to explain it. This dissertation ends with a discussion of implications for Disability Studies, the Association of Higher Education and Disability and disability service providers in higher education relating to the need of considering a wider range of approaches in the implementation of the program standards.