In line with the sustainable development goals of Agenda 2030, the higher education institutions strive to achieve the values of an accessible and inclusive higher education for all students. The number of students with disabilities in higher education is rising in several countries. Studies exploring the students’ perspectives of the learning support are lacking. This study explored the students’ perspectives of the learning support provided for students with disabilities in higher education. Interviews with twelve students with various disabilities studying at a university in Sweden were held between 2018 and 2020. Data were analyzed using content analysis. Findings resulted in four categories: 1) A need for specific learning support based on each individual disability, 2) A satisfaction with the given learning support, 3) The student’s disability in relation to their work-based internship, 4) The students’ proposals to ease the study journey. In general, students appreciated having a mentor, a note taker, being able to sit in a smaller room during exams or having extended examination time. The students suggested improvements that could be realized with minor costs and small efforts. To meet the criteria of an inclusive and accessible higher education institution, a good learning support is of great importance. © 2021 by author(s) and Scientific Research Publishing Inc.