Given the acute nature of the impacts of the COVID-19 pandemic on education, limited research is available on the experiences of post-secondary students with disabilities who navigated the abrupt shift from face-to-face to remote instruction in the spring of 2020. Research does show that students with disabilities are often faced with accessibility challenges in the context of online instruction. In addition, educators have expressed concerns about the quality of instruction in an online environment. This retrospective pretest survey study investigated the experiences university students with disabilities before and after the shift to remote instruction. Results showed that accessibility to some accommodations became more difficult, and that some elements of quality of instruction also become poorer. However, a few elements of accessibility and quality of instruction significantly improved after the transition. Suggestions for future research to understand these results more deeply conclude this report. [The page range cited on the .pdf (pp. 82-95) is incorrect. The correct page range is pp. 83-95.]