The number of people with disabilities who study at university is rising. Previous studies have revealed that it is not enough simply to provide these students with access to university, it is also important to guarantee their retention and success. This article explores participants’ actions and their appraisals of their teaching practice in relation to disability in campus-based education. The study was conducted with 19 Spanish faculty members from the Health Sciences who were nominated by their students with disabilities for having contributed to their inclusion. We carried out a qualitative study based on individual, in-depth, semi-structured interviews. We analysed the data progressively, using a system of categories and codes. The results section outlines the actions taken by faculty members upon learning that they were going to be teaching a student with disabilities, analysing what specific measures they took in accordance with the type of disability in question, and what they found most rewarding and most difficult or unpleasant about their experience with these students in the classroom. The study concludes that the voices of these faculty members may encourage other colleagues to rethink their actions in the classroom and engage in more inclusive practices.