In an effort to raise awareness of critical issues regarding the obligations of institutions of higher learning to accept and accommodate qualified disabled students, this study surveyed 247 baccalaureate nursing programs to determine their responses and reactions to applicants and students with disabilities. Almost half of the programs responding to the survey reported admitting students with disabilities, the most prevalent of which were dyslexia and other learning disabilities. The study was designed to solicit information regarding the methods used to determine the existence of disabilities, special services and accommodations provided to disabled nursing students, and student satisfaction with the special services provided. Fifty-three percent (n = 131) of the responding programs reported using a variety of strategies in attempting to determine the disabilities or special needs of applicants, and almost all programs reported efforts to determine existing disabilities of admitted students. The study revealed that the nursing programs provided an extensive array of special services for their disabled students, and they indicated a high level of student satisfaction with the services provided. Finally, the study highlights the need for establishing core performance expectations and technical standards in baccalaureate nursing education.