The purpose of this study was to investigate whether asynchronous online access of course recordings was beneficial to students with learning disabilities (LD) and/or Attention Deficit/Hyperactivity Disorder (ADHD) enrolled in science, technology, engineering, and mathematics (STEM) courses. Data were collected through semi-structured interviews lasting 40 minutes. A total of 11 student participants with LD and/or ADHD were interviewed. Student participants were enrolled in math, biology, and chemistry courses that utilized asynchronous online access of digital recordings. Interview data were individually analyzed and compared through a cross-case analysis. Students reported that the use of asynchronous online access enhanced their learning experiences according to six themes: clarity, organization, asynchronous access, convenience, achievement, and disability coping mechanism. (Contains 1 table.)