<p>This study explores the whistleblowing experiences of individuals with disabilities in Ethiopian public educational institutions, focusing on their motivations, challenges, and support systems. Using a qualitative research design, data were collected through semi-structured interviews and a focus group discussion with 40 participants, including academic staff, administrative personnel, and students. The findings reveal that participants were driven by a strong sense of moral obligation and a commitment to justice but faced significant barriers, including skepticism, intimidation, and fear of retaliation. Support systems, such as mentors and peer networks, played a crucial role in empowering participants, though the lack of institutional support remains a critical gap. The study highlights the need for institutions and national bodies to strengthen support systems, enhance legal protections, and foster a whistleblower-friendly culture. Recommendations include establishing mentorship programs, creating accessible reporting channels, and conducting inclusivity training. Despite its contributions, the study is limited by its focus on public educational institutions and reliance on self-reported data. Future research should explore longitudinal impacts, comparative contexts, and intersectional dimensions to deepen our understanding of whistleblowing dynamics. This study underscores the importance of addressing the challenges faced by whistleblowers to foster a culture of accountability and integrity within institutions.</p>