Given growing numbers of college students with attention deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD), it is important to understand why these students choose ADD ("executive function") coaching to enhance their academic success when more traditional forms of campus support already offer this help. Fifty-four undergraduates with ADHD and/or LD participated in a study of their experiences with coaching. To better understand students' perspectives on the manner in which coaching helped them minimize executive function challenges while addressing academic goals, a purposive sample of seven of these students participated in two interviews. All seven described highly self-determined approaches to goal attainment that they associated with coaching. These students also reported that, in contrast to traditional campus services, coaching focused primarily on supporting their emerging autonomy, helping them develop and manage their executive function skills and promoting their self-efficacy and confidence about future success. Findings are linked to recommendations for additional research and service delivery options.