This research critically explores the implementation of assessment concessions for learners with disabilities in the Basic Education Certificate Examination (BECE) in Ghana, adopting Sadler’s Theory of Assessment as a theoretical framework. Utilizing a qualitative approach and critical analytical technique, the study explores the effectiveness and equality of present concession processes. The paper contends that although assessment concessions are necessary for fair evaluation, their implementation in Ghana frequently falls short of adequately addressing the different requirements of learners with disabilities. The research finds discrepancies between theoretical goals and actual reality by examining policy texts and examining examination procedures. The findings suggest that a more nuanced and individualized approach to assessment concessions, aligned with Sadler’s principles of clear standards, performance comparison, and gap-closing actions, is necessary to truly level the playing field for learners with disabilities in high-stakes examinations like the BECE.