Increasing numbers of students with disabilities are attending higher education. However, little is known about the specific transition-related needs and relevant supports for these students, including those requiring assistive technology. Adopting a universalist life-span perspective, this paper explores key areas and support systems for promoting technology-inclusive transitioning in higher education for students with disabilities. This qualitative study was conducted in the context of government-funded higher education institutions in Ireland. Thematic analysis of in-depth interviews with 18 students with disabilities and 28 representatives of wider stakeholder groups highlighted the importance of ongoing access and support for appropriate technology system-wide; students’ skills-development and educational adjustments; whole-student preparation and transition programs; and inclusive, universally designed educational settings in supporting transitions and participation of students with disabilities in higher education. Implications focus on the social support and institutional changes required to ensure that the transitions of all students, particularly those with disabilities, are better supported.