Though the goal and agenda of democratic Governments in independent African countries broadly, and those in the in Sub-Saharan region in particular, is to redress the inequalities of the past, by including all diverse students to access higher learning education, and consequently employment, students with disabilities have continued to be excluded. This chapter presents and discusses the obstacles confronted by students with disabilities to access higher learning in the South African context of higher learning. South African higher learning serves as a relevant case because its policies of inclusion are more advanced than most African countries. Data has been obtained from an empirical study that has been previously conducted with students with disabilities themselves, who have a lived experience of exclusion, and Disability Unit staff members, who are involved with their access. The study had been conducted in an institution of higher learning, said to have the best disability support in the whole country. The finding had been that, there are inequitable structures and practices at entry and they pose obstacles that limit students’ with disabilities’ access to higher learning. This chapter then seeks to contribute to the broad project of decolonisation in African universities, in which case it is the decolonisation of mind and thought so that the oppressed as students with disabilities, could dismantle inequitable structures and practices, to access higher learning in South Africa and in the Sub-Saharan region broadly. A lot of research has been conducted on access of Women and Blacks in South African higher learning. Students with disabilities can also fall in the two categories because of factors of gender and race. However, research that specifically focusses on access into higher learning by students with disabilities as a social group of its own, is limited. This chapter seeks to address that gap and it uniquely uses decolonial theory to illuminate the exclusion of students with disabilities to access higher learning. Generally, decolonial theory has not been extensively applied to Disability Studies, and application of decolonial