People with dyslexia and dyscalculia are significantly underrepresented at German universities, and research on this topic is scarce. However, equal and discrimination-free participation of students with study-complicating impairments, in accordance with the UN Convention on the Rights of Persons with Disabilities, can only be ensured by universities if scientifically grounded results are integrated into the process leading to the 'University for All' initiative demanded by the German Rectors' Conference in 2009. This book examines how the tertiary education sector is shaped in the educational careers of individuals with specific learning disorders such as dyslexia or dyscalculia, providing an overview of the current status of this student group for the first time. The content-structuring qualitative content analysis shows that students with dyslexia and dyscalculia already utilize helpful individual resources, such as learning and coping strategies, and often perceive the legally mandated compensatory measures at universities as supportive. Nevertheless, the surveyed students are confronted with various challenges on multiple levels, exacerbated by the Covid-19 pandemic, which can lead to psychological stress and difficulties in their studies. The author, Henrike Schmidtchen, works as a psychologist at the Research Data Center of the German Center for Higher Education and Science Research. She earned her doctorate at Leibniz University Hannover.