The voice of disabled students in higher education (HE) has been widely explored in the global North but relatively little is known about the experiences of their counterparts in the global South. The paper attempts to address this lacuna by focusing on disabled students in HE in India. A part of the author's doctoral study in 2013–14 explored the lived experiences and aspirations of 29 students with a visual impairment using phenomenological methodology. Their access to courses and subsequently, career opportunities were found to be restricted by an interplay of systemic exclusion, lack of information, internalised oppression, pedagogy, and employment opportunities. While disability legislation in India focuses on widening participation in HE, the issue of access to courses for students with a visual impairment has received little attention. This paper emphasises the importance of facilitating their access to their desired courses in HE and to this end, provision of support in school. [Résumé d'auteur]