Traditional examination accommodations include extra time, scribes, and/or separate venues for students with disabilities, which have been proven to be successful for the majority of students. For students with non-apparent disabilities such as sensory defensiveness, where sensitivity to a range of sensory information from the environment can severely limit one's ability to engage in activities, accommodations such as those advocated above may not prove effective in removing barriers and promoting fairness and equity in examinations. A pilot study was undertaken by the Unilink and the Disability Services within Trinity College, Dublin to explore the difficulties encountered by students experiencing sensory defensiveness and to examine the efficacy of the provision of low distraction examination venues for this population. The Unilink Service is a college-based Occupational Therapy support service for students experiencing mental health and/or physical sensory difficulties (Nolan & MacCobb, 2006; Nolan, Quinn & MacCobb, 2011). The aim of the service is to support students in their college journey, to enable them to engage in their student role, and to complete their studies throughout their college career. A three phased descriptive non-experimental approach was taken within this pilot study using questionnaires and audits. Findings indicated that a significant proportion of the students availing of traditional examination accommodations were experiencing difficulties with auditory and visual distractions. Evidence supported the findings that the provision of low distraction examination venues enabled students experiencing sensory defensiveness to better participate in their examinations and that the low distraction venues were appropriate to their needs.