The purpose of this study was to examine the impact of COVID-19 and remote learning on education for college students with disabilities. A qualitative research method, interpretative phenomenological analysis (IPA), was used to investigate participants' learning experiences during the pandemic. A total of 10 U.S. participants were divided into three focus groups for data collection. Data were analyzed using the standard IPA process, and four themes were identified. Discussion of and implications for online instruction and related policies are presented.