A novel participatory workshop methodology was adopted in this qualitative study of the intersection of disability and diversity in the lives of individuals. Social service recipients, parents, educators, service providers, and policy makers in three Canadian cities were conjoined in daylong discussions designed to investigate if the realities of inclusion and access become more complex when individuals with disabilities also are recent refugees or economic immigrants of a visible ethno-cultural minority. The themes that emerged from the discussions focused on problems in the areas of appropriate educational provisions, access to work, access to services, marginalization, mental health, self-definition, human rights, and universal design. Opportunities for improved educational and social services are described in relation to the insights, observations, and recommendations of the workshop participants. The recommendations for improving the education and social service provisions to individuals with disability and diversity characteristics are related to: (a) adopting a more holistic approach to education and social service delivery, (b) extending educational inclusion, (c) strengthening home-school partnerships, (d) enhancing professional development, (e) expanding public education on disability and diversity issues, (f) developing better mental health services, and (g) augmenting employment supports. (Contains 1 table.)