Research in higher education, linked to national and international policy, suggests the need for educationalists to show greater understanding and awareness of the lived experiences of undergraduate students with disabilities. These sources argue that this knowledge should then be used to inform their understandings as tutors and facilitate inclusive and effective teaching strategies. This research had a primary focus on first-year students with disabilities' learning experiences; their transitions from school or college to university and their feedback on positive and negative learning experiences at both levels. Rich, complex stories were uncovered taking the research beyond the lecture theatre and seminar room, into the students' union bar and back to the Year 10 classroom. It is the intention of this paper to relay some of the stories shared, in particular drawing out findings related to effective learning practices and to note the significance of placing a socio-cultural lens on the question of inclusion in education. (Contains 2 tables and 1 figure.)