This qualitative chapter, guided by the social model of disability, examines the current state of inclusive education within Zimbabwe’s higher education institutions, with a particular focus on how these institutions have included students with disabilities. The chapter highlights significant progress in the advancements in adopting assistive technologies, the establishment of Disability Support Services centres, and the strategic partnerships formed with the corporate sector to support these initiatives. It further addresses the ongoing challenges that hinder the effective implementation of inclusive education. Key issues such as accessibility barriers, societal attitudes and perceptions towards disability, inadequate funding, and resource shortages are examined. The chapter underscores the importance of diverse stakeholder partnerships in advancing inclusive education, as collaboration is key to addressing these challenges. Secondary data sources such as policy documents, institutional reports, and academic literature were analysed. Also, interviews with educators provided first-hand perspectives on the practicalities and intricacies of implementing inclusive education policies. The study also benefitted from the author’s extensive experience at the University of Zimbabwe’s DSS, which offers valuable insider insights. Best practices, lessons learnt, challenges and possible solutions are proposed to enhance the quality and reach of inclusive education in higher education. The chapter recommends that Zimbabwean higher education needs inclusive policies, modernised disability support, ongoing faculty training, accessible services, and diverse stakeholder partnerships for inclusivity.