Students with disabilities are attending college at increasingly higher rates, yet little is known about the costs they experience compared to their peers. In this study we found that undergraduates with disabilities at four-year institutions in the United States experience higher financial, social, and emotional costs, resulting in disparate experiences of belonging, engagement, and support. Secondly, we found that operational disability definitions provide a wider perspective about better ways to serve students. Stakeholders should embrace fluid definitions of disability to support their students and provide equitable, high-quality services.