There is institutional variation in retention and performance of university students with disability. This exploratory study examines how supports and adjustments provided by universities, including the role of disability practitioners, influence student retention and performance. Using a mixed methods, comparative approach, the study analyses national equity retention and performance data by institution, and gathers and analyses data on institutional policies and practices. Factors linked to retention and performance are identified. Guidelines to inform institutional approaches that support retention and performance for students with various types of disability are presented. These were developed with input and validation from university disability practitioners.