Background: Canadian health professions strive for inclusivity in practice and it is imperative to extend this philosophy to health science students with disabilities. Purpose: The purpose of this study was to explore the lived experience of student occupational therapists with disabilities enrolled in Canadian universities. Methods: A phenomenological approach was used to conduct fourteen open-ended interviews. Interviews were transcribed and analyzed to develop themes. Findings: Two themes emerged: participants recognizing strengths and needs plus participants navigating the environment. Both themes contain various sub-themes. Implications: Applying relevant practice elements, such as client-centred practice, when working with student occupational therapists with disabilities may facilitate a sense of fit for them within occupational therapy educational programs in Canada.