BackgroundBased on the National Educational Association of Disabled Students report, there are numerous gaps in supporting students with disabilities. AimWe examined undergraduate students’ experiences with academic accommodation in the nursing program. Presently, there is minimal research that examines the transition of nursing students with academic accommodation needs in higher educational institutions in the classroom, lab, and clinical environment in Canada. MethodA qualitative descriptive design was used to elicit nursing students' experience with academic accommodation in classroom, lab, and clinical practice within higher education. ResultsNine in-depth semi-structured interviews revealed the challenges and barriers nursing students encountered in their academic journey. Three emergent themes were identified: Students’ experience of their academic accommodation journey, the academic accommodation process through the learning accommodation centre, and recommendations from students’ perspectives. ConclusionThe findings from our study have implications relevant in supporting nursing students, understanding students’ academic accommodation experiences and processes, and informing institutional policies within associated degree nursing programs.