Higher education is reckoning with the ramifications of its exclusive history, but does not seem to know how to include disability in these efforts. Like other systems, higher education is built upon institutionalized ableism. Ableism is a system that advantages nondisabled people and centers their experiences. Three decades after the passage of the Americans with Disabilities Act (ADA), a federal civil rights law to prohibit discrimination on the basis of disability, higher education still struggles to leverage the ADA to shift campus culture from one of implementing individual accommodations to one of creating true equity. Although access is an institutional responsibility, disability-related access is consistently framed as the responsibility of disabled individuals. This article discusses the need to challenge biases and provides practical suggestions to support disability equity in the classroom.