The technology landscape is changing both for Canadian post-secondary students with disabilities and for access professionals working in postsecondary education. Prices of adaptive technologies have gone down, students with disabilities are increasingly accessing general use rather than traditional assistive technologies, mobile devices are ubiquitous, artificial intelligence is the current buzzword, Microsoft and Adobe have built in accessibility checkers, and so on. However, the focus of research studies does not reflect these new developments. We suggest that this is due to three distinct factors. First, technology vendors, who sing the praises of their latest product, conduct much of the "research" in their own interest. Second, the literature found on Google.com is a far step away from what can be found on Google Scholar, as most scientific articles are based on new products and their usability with tiny samples and little current relevance. Research findings contingent on student surveys are primarily descriptive, and often based on responses from students registered with disability access offices and on assistive technologies provided by the academic institutions. More to the point, what is driving technological accessibility in colleges? Is it science or "likes"? Who is reading the research literature and what impact has it had on policy and practice? This chapter discusses the technologies post-secondary students with diverse disabilities find most and least useful, as well as the barriers and facilitators of technologies for students with disabilities. We feel this is a timely discussion, given the sudden shift to learning using technology that many students have had to adopt and adapt to due to the COVID-19 pandemic.