Purpose: The purpose of this paper is to demonstrate the need for accessible learning within the online environment by investigating disabled students' levels of engagement with a virtual learning environment (VLE) and the extent to which lecturers' use of the VLE made learning accessible. Design/methodology/approach: A small focus group of undergraduate students with various disabilities was used to create a case study approach. Findings: The paper presents key issues related to the pedagogical, practical and strategic use of a VLE, based on the perspectives of disabled students and raises many disability issues for teaching staff who are attempting to get to grips with the idea of bringing a VLE into their everyday teaching to complement their face-to-face teaching sessions. It offers a considered approach to the use of a VLE in meeting the requirements of the UK disability legislation and in responding to the needs of disabled students. Originality/value: Based on the perspectives of students, the paper offers a first-hand insight into the pedagogical issues surrounding e-learning and students with disabilities.