<p>This case study investigates the experiences of Deaf and hard-of-hearing students in higher education institutions, focusing on their perceptions of accessibility, institutional support, and personal strength in academic settings. Semi-structured interviews were conducted with eleven undergraduate students from diverse backgrounds, representing various disciplines and academic levels, from first-year to final-year. The study’s methodological strength was enhanced by having a Deaf interviewer fluent in sign language, ensuring authentic communication and cultural competency throughout the research process. The interviews’ reflexive thematic analysis revealed two central axes: (1) Barriers encountered by the students and (2) Students’ agency and responses to those barriers. Findings illuminate a complex relationship between institutional accessible systems support and individual coping strategies. Students reported significant dependence on interpreters, transcribers, and technological accommodations; they also expressed persistent frustration with inconsistent and often insufficient accessibility measures. Despite these challenges, participants demonstrated remarkable strength and adaptability, envisioning comprehensive accessibility solutions that extend beyond mere accommodation to full inclusion. Through the lens of Deaf and hard-of-hearing students, this study contributes to the growing literature on disability inclusion in higher education, providing insights for policymakers and educators to enhance support systems. The findings underscore the importance of viewing accessibility not as a utopian ideal but as an achievable goal requiring systematic institutional change and recognition of both students’ inherent strengths and their complex, intersecting identities. By foregrounding students’ intersecting identities and cultural needs, academic institutions can adopt a holistic and comprehensive accessibility framework that goes beyond technical compliance.</p>