Makerspaces are settings in which learning occurs through creating projects of personal interest with a range of technology. Through the exploration, inquiry, and teamwork inherent within making, learners strengthen their skills in creativity, collaboration, and perseverance. Certain groups have been marginalized and underrepresented in makerspaces, including students with disabilities. Because of this underrepresentation, these individuals may be intimidated or discouraged from entering makerspaces. Despite this disparity, little research has probed students with disabilities directly to obtain their perspective about navigating makerspaces. This study investigated the accessibility of college makerspaces for students with disabilities through semi-structured, firsthand interviews. Ten current university students with disabilities outlined the factors surrounding their challenges and successes in accessing makerspaces. Makers defined their connectedness and belonging to their makerspace community and outlined future steps to amplify makerspaces' accessibility. Students discussed that their affinity for makerspaces emerged mainly because of intrinsic interests in fabrication or because of class requirements. Barriers that have impeded makerspace usage include fear or anxiety, sensory overstimulation, difficulty with machine operation, unawareness of makerspaces, and lack of physical accessibility. Participants found belonging within the makerspace community through forging personal connections with staff and fellow makers. Students suggested boosting makerspaces' accessibility by displaying more instructional media throughout the makerspace and increasing the degree and types of staff support. Students also proposed that makerspace staff collaborate with individuals with disabilities to improve the general accessibility and design of makerspaces. Student participants recommended that makerspaces communicate with a wider range of academic departments to encourage more diverse students to enter makerspaces. Students' viewpoints reveal that makers value both intellectual and physical accessibility in makerspaces. Specifically, students desire having access to ample technical information and employee expertise. Additionally, students described the importance of staff members who readily offer assistance and demonstrate mindfulness toward students' needs. Makers view makerspaces positively that embody physical accessibility within the space to accommodate individuals with a range of disabilities. Finally, students appreciate collaborating and sharing feedback with staff to improve makerspaces. Based on this study, makerspace staff could engage in such partnership to create makerspaces that more effectively welcome students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]