Between 2015 and 2019, there was a 27% increase in enrollment of students with disabilities in Brazilian undergraduate programs. Distance learning holds significant potential for attracting a large number of students with disabilities to undergraduate courses. However, educational institutions must ensure that their educational tools, such as Learning Management Systems (LMS), are of high quality and accessible before making them available to faculty and students. This paper presents the findings of accessibility assessments conducted on Canvas and Blackboard LMS’s at a Brazilian University, aimed at supporting the engagement of students with disabilities. The methodology involved conducting interviews with students with disabilities to gauge their satisfaction levels, along with automatic inspections to identify accessibility violations. Two questionnaires, each consisting of 69 questions based on Web Content Accessibility Guidelines (WCAG) 2.1 guidelines, were administered to students for analysis. The results from the questionnaires and tool reports were organized and compared. The findings indicated that a subset of students with disabilities who used assistive tools expressed a preference for the Blackboard LMS. Additionally, it was observed that relying solely on automatic tools for analysis is insufficient for assessing the accessibility of LMS’s. Furthermore, it was noted that certain WCAG criteria had a more pronounced impact depending on the student’s disability. Overall, comparisons between the two LMS’s revealed no significant differences in accessibility.