Globally, persons with disabilities are underrepresented in higher education. In sub-Saharan Africa, where opportunities for higher education are especially limited, women are unlikely to continue their education. This research investigates women in Tanzanian higher education with the double marginalisation of being a woman and having disabilities. The women were interviewed on what factors enabled access and participation for their educational success. A thematic analysis of qualitative data was applied. All of the women interviewed were motivated to complete their degrees. Key enabling factors were encouragement from their families and previous teachers, full participation in student life and sufficient financial support. Student life integration, especially peer study groups, and university staff training were emphasised along with structural modifications needed for campus facility access. They understood the importance of education, especially as women with disabilities, and the impact educated women with disabilities have as role models for young women, those with disabilities and without.