Project-based learning (PBL) in inclusive classrooms has the potential to provide meaningful and collaborative learning experiences that develop students' academic and social-emotional learning skills. This qualitative study focuses on the voices of secondary students with disabilities (SWDs) by examining their perceptions of PBL in English language arts when compared to their peers without disabilities. We analysed interviews from 36 students in five 9th-grade, inclusive English language arts classrooms. Students in both groups expressed positive views about learning in PBL classrooms. Key themes included opportunities to feel creative, to expand their ideas about the world, to increase important literacy skills, to collaborate with peers and to make choices in their learning. SWDs differed from their peers without disabilities in their desire for scaffolded learning and teachers who are responsive to their individual needs. Additionally, SWDs shared a broader range of perspectives within each theme. Implications for PBL instruction in inclusive classrooms and special education teacher knowledge are discussed.