In this article, the authors explore how to support students with disabilities in the transition to higher education by using the metaphor of acquiring a signal to represent thriving. Drawing upon the authors' research on students with disabilities, they share stories of Taylor, David, and Ali as they transition into college life. They then use these stories to examine how practitioners, faculty, and administrators can boost the signal for students with disabilities and re-envision campus systems to challenge embedded ableism that diminishes thriving.