The purpose of this research was to explore the educational experiences of women with disabilities in the Kingdom of Saudi Arabia (KSA). This study analysed interviews from women with disabilities who have successfully negotiated the educational system in the KSA and highlights the participants' skills/abilities and connections while at the same time sheds light on systemic barriers they faced. Using an expanded notion of cultural capital, participants confirmed the relevance of all the categories of cultural capital (except the linguistic one), although some revisions to the model are discussed to better match the experience of the participants. All the women in this study had educational aspirations, resisted negative stereotyping, navigated a complex set of barriers to achieve educational success, and had strong familial support and emotional support from their social networks. Although there is a legislative/policy foundation for educational services for women and people with disabilities, the study identifies some systemic barriers to education equality.