Limited research explores the experiences of disability resource professionals who support students with disabilities in accessing experiential learning outside the classroom environment. This study used an explanatory sequential mixed methods approach to investigate whether and how accommodations are provided to and used by students with disabilities (SWDs) during experiential learning outside the classroom. Findings suggest that many higher education institutions focus on the classroom needs of SWDs to the exclusion of other, equally critical academic needs. Themes identified in both a national survey and qualitative interviews highlight the need to provide additional support for SWDs outside the classroom.