The Australian Disability Discrimination Act (1992) has challenged higher education to meet the increasing needs of students with different abilities. This may be more so in programmes that have practice components where students must demonstrate competency, regardless of their situation. This qualitative exploratory study undertaken at the University of South Australia (UniSA) investigated host healthcare organisations' perspectives on providing clinical practice placements and supporting Bachelor of Nursing (BN) students with physical disabilities through their practice components. An advisory group consisting of the university's legal officer, disability services representative, programme directors and other academics from the BN monitored the project. Directors of nursing from 50 randomly selected South Australian metropolitan and rural healthcare organisations that host student placements nominated a representative from their organisations to participate in a series of focus groups. Focus group discussion was guided by open questions developed from relevant literature, research team deliberations, advisory group recommendations and the previous focus group discussions. Data analysis consisted of manually identifying themes from each stage of the process, and the congregate data. The findings were bridging the reality gap through joint commitment, the right of disclosure versus confidentiality and proactivity through collaboration and communication.