Higher education institutions should ensure they create conducive spaces for students with disabilities to engage fully in both academic and social spheres. Yet, too often the educational opportunities of these students are limited by social and structural barriers to inclusion. As Principal of a teacher education college in Zimbabwe, I saw it as my responsibility to improve inclusion in my institution. I proceeded from a critical disability theory perspective, engaging ten students with disabilities in a participatory action learning and action research project, on the grounds that people with disability are best placed to know how to improve their own situation. Data were generated through transcriptions of group discussions, photo voice, written narratives, a questionnaire and researcher field notes. Thematic data analysis revealed many barriers to inclusion. The participatory process explained in this article, and the findings that emanated, generated knowledge that would not have been accessible to an able-bodied researcher. Such participatory forms of research give students with disabilities a voice and increase their sense self-worth and agency to bring about change that improves their quality of life.