This transcendental, phenomenological study focused on the lived experiences of undergraduate students with physical disabilities and their decision (or not) to become engaged in out-of-class activities. Schlossberg’s transition theory is provided as a lens for the study. Findings suggest students with physical disabilities who are engaged in out-of-class activities have mostly positive outcomes (development of friendships, increased networking opportunities), yet some students, regardless of whether their disabilities are visible or invisible, experienced stigma related to disability. Research on lived experiences of students with physical disabilities should expand to focus on more specific populations of students with disabilities in higher education.