Disabled students in Canadian universities are usually taught that they must develop the ability to discuss their disabilities and assert their rights if they want to achieve academic success. Yet this individualized skills-based approach can privilege deficit-focused methods and impose hierarchical and mutually anxietyprovoking student-faculty relationships. This study documents the experiences of disabled students and their professors arranging academic accommodations by exploring the relational necessities of student self-advocacy and how they shape experiences of teaching and learning at three Nova Scotia Universities. Findings expose the existence of formal self-advocacy teaching alongside informally communicated behavioural expectations. They also make evident the often unrecognized relational complexities inherent in claiming disability rights, navigating university process, and meeting expectations around student sharing of disability and accommodation information.