Little research has focused on inclusion of students with disabilities at the university level. We asked students and professors at the University of Lethbridge to indicate their acceptance of three levels of inclusion (included in classes, provided with assistance and provided with professorial accommodation) for students with five categories of disabilities (sensory, language, motor, attention and psychiatric disabilities). Participants' attitudes were rated on a seven point scale. Attitudes were more negative toward students with psychiatric and attention disabilities than those with sensory, language, or motor disabilities. Providing professorial accommodations was also rated as less favourable than inclusion in classes and providing assistance. Attempts must continue to be made to ensure full inclusion at the university level. Increased awareness of professors, students and the general public is required before individuals with disabilities can overcome the barriers preventing them from full acceptance. (Contains 2 figures.)