Schools and teachers must create optimal instructional learning environments for increasingly diverse student populations. Achieving such a learning environment requires teacher educators and teachers to recognize the voices and ways of knowing for students with dis/abilities who must be heard and accorded legitimacy. The purpose of this case study was to explore the reported experiences and perceptions of students with dis/abilities in terms of the equity dimensions of achievement, access, power, and identity at a New Technology STEM high school. Findings are organized and discussed around the four equity dimensions and subsequent codes and themes identified from the data. Students prioritized constructs related to identity and power beyond the constructs of access and achievement as critical to their success. The discussion relates the findings to teachers and teacher educators and the imperative that teachers, teacher educators, and school leaders recognize and support equitable learning environments on behalf of students with dis/abilities and honor and advance student voice within the context of STEM education in secondary schools.