Students with disabilities should be able to pursue post-secondary education without the additional burden of continual self-advocacy and ableist systemic barriers. As such, institutions must show their commitment to improving institutional accessibility through policy and practice. Institutions and the provincial government can create more accessible learning environments by creating policies that ensure faculty and staff are well-versed inaccessibility beyond minimum requirements, that their campus environments are accessible, and that students are able to receive adequate supports and accommodations without resistance. However, several shortcomings in institutional and provincial policies create barriers to this reality. Students with disabilities are integral members of their institutional communities who deserve a safe and meaningful post-secondary experience. Through collaboration, sector stakeholders can work to create a more inclusive and equitable learning environment for all students.