The study of postsecondary students with disabilities has a relatively short history that largely began with descriptions of programs designed for returning World War II veterans with disabilities and expanded in the 1970s with the advent of Section 504 of the Rehabilitation Act of 1973. Currently, the literature about postsecondary-level students with disabilities is principally descriptive, is published in professional journals reflecting a range of disciplines, and lacks a guiding organizational taxonomy. A taxonomy is particularly useful when organizing, discussing, and conducting research and practice efforts. This article presents a four-domain taxonomy that was developed based upon a comprehensive analysis of the body of literature about postsecondary education and students with disability.