The purpose of the study was to investigate into the constraints that hinder the access and the participation for students with disabilities in Zimbabwe. The research question which guided the study was formulated as follows: How do contextual constraints impact on the educational access and the participation for students with disabilities? The sub-questions tried to specifically look into a) which constraints hinder meaningful access and participation? b) in what ways do these constraints influence academic performance? c) how can the constraints be mitigated? d) what has been done so far to mitigate the obstacles? and e)to what extent have these strategies been successful?A qualitative research approach was used with a multiple case study design. Reaching out for real life experiences from the affected individuals landed the researcher to have four cases. Students with disabilities as the core of the study formed one case, parents of children with disabilities formed another case, teachers who teach students with disabilities were also reached to give their views and the policy implementation officials also formed another case.Some similar views were raised across the four cases on the issues that hinder the access and participation for children with disabilities. Some constraints were raised unique to one or two cases. Results of the study revealed that economic constraints as of the time of the study were a menace to the access and participation of students with disabilities. Due to the unavailability of economic support, children could not afford to procure the necessary resources, parents, teachers and even the government found it hard to provide and enhance the education of people with disabilities. It was also revealed that social constraints that came out in form of attitudes that had deep roots from the cultural belief were found hard to leave the people’s reactions towards people with disabilities. Behaviours like exclusion or ill-treatment revealed such failure to include people with disabilities. Policy constraints that include the failure by the responsible authority to mandate and enforce commitment to enhancing the education of people with disabilities were also labelled as insurmountable.Suggestions on how the constraints can be mitigated were forwarded; preliminary efforts to improve the education were also enumerated, however all noble ideas seemed to hit the hard ground due to poverty, latent attitudes and inconsistencies in doing things. The study suggests that commitment should begin with the responsible authority by enforcing the laws and policies, as well as making follow-ups within the schools and the society. Collaboration workwould also help to reduce the constraints and to bring in new ideas that can enhance the learning of students with disabilities.