Accessible summary• In this article, the formative childhood and adolescent experiences of two young adults with learning disabilities, leading to their transitions from high school to university, are chronicled. • Their university studies, as auditing students, 1 and the Campus Life program 2 through which their studies were supported, also are described. • Finally, their recommendations to other young people with learning disabilities who aspire to higher education are detailed. Benefits to people with Learning Disabilities: It is always important to hear, and help others hear, the voices, thoughts and perspectives of people with learning disabilities, especially with respect to what they think contributes to a good life. This is the story of two young adults with learning disabilities, Heidi and Philip, studying at an advanced level, deciding on real careers and, in the process, helping the university to redefine its role in the community. SummaryBuilding a meaningful and valued life for individuals with learning disabilities requires the sustained, diligent and coordinated efforts of family members, supporters, educators and the individuals themselves. In this article, the formative childhood and adolescent experiences of two young adults with learning disabilities, leading to their transitions from high school to university, are chronicled. As co-authors with three of their university supporters, they describe their formative experiences in elementary and secondary school and the transition years that preceded university entry. Their university studies, as auditing students, and the Campus Life program, through which their studies were supported, also are described. Finally, their recommendations to other young people with learning disabilities who aspire to higher education are detailed.1 Students apply to the University of Manitoba as auditing students. The consent of their instructors is required for them to audit courses. Auditing students pay half of the regular tuition. As students in the Campus Life program, students are expected to submit assignments, participate in classroom activities and discussions, and receive feedback. 2 We use the Canadian spelling for words such as 'program', rather than the British spelling (i.e., 'programme') of such words throughout the article.