This study examines the impact of an instructor`s disability on student learning outcomes and teaching effectiveness in a problem-based remote laboratory. It seeks to determine if the instructor’s disability influences students’ perceived learning outcomes, the efficiency of the teaching process, and whether the remote lab format makes the course more or less appealing. The research was conducted in a master's course called “Mathematical and numerical methods for fluid mechanics and transport processes” in chemical Engineering, where students worked in groups using computer simulations. The course ran over one week, with remote lab sessions lasting three to four hours, followed by an exam. Surveys were administered at the end of the course in 2023 and 2024. Students were asked if they noticed the instructor’s disability, whether it affected their learning, and if it required extra time to reach their learning goals. Survey results revealed that students did not perceive any negative impact on their learning outcomes due to the instructor’s disability, nor did they need extra time to achieve their learning goals. A key difference between the 2023 and 2024 results was that students in 2024 were less aware of the instructor's disability. This change is attributed to the instructor’s prior experience from the previous year, which improved the teaching and minimized any effect of the instructor’s disability on the student outcomes. In conclusion, the study shows that an instructor’s disability does not negatively affect students’ learning outcomes, when the course structure is tailored to minimize the disability and the instructor has experience teaching the course.