Background: In Higher Education, inclusion and the enhancement of equality of opportunities and practices appeal as imperative, in most Western societies' laws. Inclusive education literature, however, reveals that despite inclusion's strong advocacy, delivery remains problematic, as beyond the surface of institutional policy, the reality of university life for students with disabilities may be one of continued exclusion and barriers to learning. Furthermore, in many countries, including Greece, the voices of students with disabilities appear significantly under-represented, not only in policy-making processes and practices, but also in the area of research. Purpose: In the light of the above, this paper aims to explore the experiences and perspectives of 32 students with disabilities on: education in Higher Education Institutions in Greece, the impending transition to paid employment and future aspirations. Method: The paper is based on a qualitative study where data were collected through semi-structured interviews with university students with disabilities. Data were analysed according to the principles of interpretative phenomenological analysis. Findings: Complex and rich accounts divulged specific issues, such as physical access and access to academic knowledge, quality of available support, interactions with tutors and fellow students, as well as perceived factors that may hinder the transition into the labour market. The results of the study also confirmed that students with disabilities are capable of asserting their needs, challenging institutional discrimination issues and proposing more inclusive alternatives. Conclusion: The findings indicate the need for reconsidering and refining institutional policies and practices in relation to issues of disability and education.