This study examines the limitations and ableist assumptions embedded in quantitative survey instruments used to gather data on postsecondary students with disabilities. Specifically, three National Center for Educational Statistics postsecondary surveys were examined as data sources. Employing a critical disability studies lens and discourse analysis, the paper identifies how these surveys perpetuate dominant ideologies through reliance on the medical model of disability, binary response options, and restrictive language that limits respondent self-representation. The findings highlight significant barriers in the framing of disability-related questions, which compromise the validity and inclusivity of data collection.