Being a first-year student living with disability can be challenging. However, many of these challenges hold potential towards growth and wellbeing. This study explored and described the challenge-related growth experiences of first-year students living with a disability at a higher education institution in South Africa. Individual interviews and reflective writing exercises were conducted with 20 students living with a variety of disabilities. Data gathered were thematically analysed through an intentional process of data reduction. Prominent spheres of challenge included (1) the higher education environment, (2) social integration and inclusion and (3) academics; with unique challenges related to specific disabilities. An important theme that emerged, is the participants' positive use of these challenges as growth opportunities. The findings allude to the pathways to growth associated with the difficulties of being a first-year student living with a disability, namely greater self-acceptance, more purposeful action, and existential meaning. These findings have value as university stakeholders aim towards greater student wellbeing and inclusion, especially for students living with disabilities.