We conduct a field experiment to analyze barriers disabled students face when entering higher education institutions. Fictitious high-school graduates request information regarding the admission process and special accommodations to ease studying. Potential applicants randomly reveal one of four impairment types. Response rates are similar for all four conditions. Evaluating response contents reveals differential treatment by impairment type. Students with depression or dyslexia are provided less information and services compared to students with physical impairments or students with no disability. Our results suggest that general information deficits about health conditions exist. Psychological and learning impairments are less often recognized as disabilities.