This paper will investigate the perception of students’ satisfaction regarding the use of digital learning platforms, titled Digital Platform Usability to Teach Students with Disabilities at the Tertiary Level Education. The sudden and quick upsurge in online teaching and learning, which accelerated during the time of COVID-19, brings into perspective the urgent need to maintain accessibility and inclusion for students with disabilities. Quantitative data from Likert-scale survey questions will be used alongside qualitative data from open-ended responses to help build a holistic view of students’ attitudes toward learning on the digital platform. In total, 151 students with a variety of visual, hearing, mobility, and cognitive disabilities were surveyed. The fact is that what was promised to offer what students needed to be able to use the platform, have access to content, and achieve learning outcomes was provided by the SABLE platform. Unsatisfactory because there was virtually no technical support. This finding will push for more improvements of the platform in terms of developing specific user experiences that are useable and accessible, and thus can foster the academic success that be attained by the differently-abled students. The paper calls for the teamwork of teachers, developers, and students to make digital learning environments more inclusive and gives recommendations for further studies in the area of accessibility, relative to digital resources, at the institution of higher learning.