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Each year the number of college students with disabilities increases. For these students, completing a college education is important in order to meet personal goals of self-sufficiency, independence, financial security, and to allow for more effective competition in the job market. This study examined the influence of locus of control and career self-efficacy on the development of career maturity for college students with disabilities. The college students that responded to this study demonstrated high levels of career self-efficacy, career maturity, and an internal locus of control regardless of gender, ethnicity, academic level, disability status, age of onset of disability, or the use or non-use of campus disability support services. The students' career maturity could be partially predicted by career self-efficacy planning and goal selection variables, an internalized locus of control, gender, and the age of onset of disability. This study also explored the factors that may contribute to the use of disability support services by college students with disabilities. The age of the respondent was the only significant characteristic found to be influential in the use of campus disability support services. Older students were more likely to utilize campus disability support services than were their younger peers. The reasons given for not utilizing campus support services were equally divided between a belief that the services were not needed and the lack of knowledge about such services.