Higher education is an important part of preparation for the labor market for all students who enroll in college with the desire to acquire the necessary education in the desired field of work. The emergence of inclusive education has certainly contributed to the increasing accessibility of higher education to all vulnerable groups, including students with disabilities. Numerous rights and adjustments of teaching that students can exercise undoubtedly influence the very decision of people with disabilities to dare to study at all, and thus ensure a better opportunity to compete in the global labor market. However, it is very important to examine what helps them along the way and what challenges they face. The aim of this qualitative research is to investigate and describe the experience of adapting teaching from the perspective of students with disabilities of the Study Center for Social Work at the Faculty of Law, University of Zagreb. The research was conducted for the purpose of writing a diploma thesis, and insight into the experiences of students with existing adaptations will seek to provide guidance to those responsible for possible improvement of existing adaptations and / or introduction of new at the undergraduate and graduate level. The research sought to examine the experiences of students with disabilities with information on the right to adaptation during studies, experiences with the application of specific forms of adaptation in teaching and exams and how students assess the readiness of teaching and non-teaching staff to work with students with the right to adaptation. The results of the research show that students are satisfied with the way they are informed about the adjustment and the entire process of exercising the right to adjustment. Nevertheless, the recommendations point to the need to expand information and introduce newer and more modern sources of information. The research also points to the need to speed up the official process of obtaining the right to adjust teaching and exams. Regarding the experiences with the application of specific forms of adjustments to teaching and exams, their positive effect on the quality of study and the condition of the student is unquestionable. The results also show that students are satisfied with the existing forms of adaptation with some suggestions for the introduction of new adaptations that would improve the quality of study. Regarding the assessment of the readiness of teaching and non-teaching staff, experiences are very different. While the preparedness of non-teaching staff is assessed as very satisfactory, experiences with the preparedness of teaching staff are very uneven.