College students with and without disabilities who attend Jesuit colleges and universities are stakeholders in a centuries-old tradition of Catholic education that was designed not only to educate but to form the moral character of its students complemented by "conscience and a compassionate concern for others beyond oneself " (McCallum & Horian, 2013, p. 41). While there has been research on perceptions of mattering, belonging, and the barriers experienced by college students with disabilities, there appears to be a lack of research on these experiences by Jesuit college students with disabilities (Flett et al., 2019; Hong, 2015; Vaccaro et al., 2015). With the paucity of research in this area, this study sought to answer the following question: How do students with invisible disabilities at a Jesuit university experience mattering? The basis for this research was epistemologically founded on a constructivist focus on the meanings human beings construct from engaging their physical and social environments (Crotty, 1998). A narrative inquiry qualitative method was deemed appropriate since the study sought to determine the emerging themes of the lived contextual experiences of mattering of students with invisible disabilities at a Jesuit university from their stories. Based on the emergent themes from the data in this study, college students with invisible disabilities experienced degrees of ableism and mattering. Conversations are recommended at institutional and departmental levels on the impact ableism has on sense of mattering, identity development, and success for students with and without disabilities.