Despite an increasing recognition of the need for equitable and inclusive higher education environments, research about students with disabilities attending universities in Australia remains methodologically flawed. While some studies have explored topics ranging from disability support services to therapy animals, these investigations are often constrained by small, unrepresentative samples, retrospective data, and a narrow focus on participants already receiving support from universities. This chapter critically evaluates the methodological weaknesses of existing literature and identifies key thematic gaps, particularly concerning the lived experiences of students with disabilities. By highlighting these limitations, this chapter aims to inform future research design and encourage more comprehensive, representative, and inclusive scholarship that better captures the complexity of disabled student life in Australian tertiary institutions.