Despite increasing interest in broadening diversity, equity, and inclusion (DEI) efforts in engineering, its student population remains relatively homogenous. Across higher education, disabled people continue to be a largely ignored and marginalized population. The experiences of the disabled community are notably absent from DEI efforts in engineering education, with existing research often treating this group as a monolith and overlooking the complex, individualized ways that disabled individuals navigate their educational environment. This dissertation explores the experiences of disabled students in their undergraduate engineering degree programs and systemically examines the perpetuation of institutional harm on disabled students. A multi-phase, three-study qualitative research approach was taken for this dissertation. The first study focuses on how intentionally crafted power structures in higher education and the culture of engineering coincide to impact disabled students' navigation of their engineering degree pathway. Semi-structured interviews were conducted with ten disabled students enrolled in engineering degree programs at a single institution. Findings reveal the breadth of marginalizing experiences that disabled students encounter along their engineering degree pathways, suggesting that disabled student attrition cannot be linked to a marginalizing single event, but the culmination of experiences. The second study uses narrative inquiry and semi-structured interview data to better understand the intersectional perspectives within the disabled community. The stories of two disabled, Black international women are shared, highlighting the complex interplay of disability, race, gender, and nationality within the engineering education landscape. The third study leverages content analysis to analyze the current state of disability-related policies and practices across five U.S. higher education institutions with high engineering enrollments. The findings help elucidate the state of public-facing, disability-related policies and practices at large U.S. higher education institutions with high engineering enrollment and graduation rates. [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.]