Color-evasive ideology within disability higher education research is a pressing issue. The lack of naming and critiquing Whiteness in higher education disability research is a frequent challenge that remains the status quo despite its deleterious effects on disability scholarship, practice, and education. Whitecentric disability research paints an unauthentic picture of who has access and who is thriving. There is a lack of understanding of racialized structural barriers, and in some cases, cultural deprivation that impacts disabled Students of Color from rising to their fullest potential. This scholarly paper uses Disability Critical Race Theory to interrogate color-evasiveness within disability research and practice. This paper provides a brief overview of the relevant literature, addresses the problems of the default centering of whiteness in disability research, and offers suggestions in creating inclusive solutions in disability practice and scholarship. The perpetual centering of Whiteness in higher education disability research and practice is an urgent matter requiring reform.