The growing offering of study abroad programs across university campuses seemingly disregards the large numbers of students with disabilities accessing higher education. Given that study abroad experiences are becoming expected and, in many institutions, mandatory requirements towards graduation, it is imperative that accommodations, as well as course design, for disabilities, be addressed. Furthermore, the promotion of study abroad programs as a means to develop some sort of "cultural literacy" demands attention to the cultural processes surrounding perceptions of and responses to disability, which are, above all, culturally specific. Through two case studies in Cuenca, Ecuador, we address some of the challenges and opportunities associated with the participation of two high functioning ASD students in the study abroad experience.