The leadership opportunities for students with disabilities are dependent on school leaders and teachers as they are advocates and provide natural support in fostering their leadership development. However, the leadership opportunities for students with disabilities remain relatively overlooked. Students with disabilities have a right to participate and lead in the co-curriculum activities just as their able peers do. Therefore, this study aims to explore the leadership opportunities for students with disabilities to lead in co-curriculum activities. A qualitative phenomenological case study approach was employed. Semi-structured interviews were conducted with the school's senior assistant and four special education teachers in a public secondary school located in Kuala Lumpur, Malaysia. Interviews were transcribed and analysed using ATLAS.ti 8. Findings indicate students are given opportunities to lead in co-curriculum activities in various capacities. In addition, suggestions to further improve the leadership opportunities for students with disabilities were discussed. Hence, this study contributes to the scarce body of literature on leadership opportunities for students with disabilities by providing empirical evidence leading to new knowledge and a better understanding on the types of leadership development and opportunities for students with disabilities generally in the Southeast Asian region.