University-school-community collaborations are little documented despite being advocated across third-level institutes. Researchers identify the need for quality university-school-community collaborations to tackle a host of social inequalities while also addressing innovative approaches to teaching and learning. This study involved the collaboration of a lecturer and university students of a Sports Studies and Physical Education programme working with secondary school students and teachers, participants with disabilities, and community health workers to address disability awareness in secondary schools. The first step in the collaboration was the organisation and hosting of a symposium on the topic. Informed by the symposium feedback, an educational DVD was developed for use in secondary schools. Semi-structured interviews, reflective journals and participant evaluation forms provided data for qualitative analysis from this two-phased process. Findings from the collaborative process indicated that all respondents felt empowered by the lived experiences of the participants with disabilities. The respondents embraced the "interactivity" of collaboration as an innovative approach to teaching and learning. However, undergraduate student evaluations indicated that "within relationship communication" and "collaborative capacity" needed to be addressed. Although meaningful university-school-community collaboration should be encouraged, the process needs to be examined in the light of time, resources and previous experience of all participants.