Deaf students are entering tertiary education in much higher numbers than ever before. With the advent of increased inclusion for deaf students in local schools in New Zealand, the expectation of these students is that they will be able to access tertiary education in the same way as their hearing peers. The aim of this project was to identify current learning and social participation experiences of deaf students within New Zealand tertiary institutions, to obtain an understanding of what the perceived barriers to successful outcomes were, and what the possible solutions to those barriers might be. The research used a sequential mixed methods procedure, in that the initial nested quantitative and qualitative written survey was followed by an in-depth qualitative interview with a selected sample of participants. In all, 64 students completed the written survey and I selected eight of those students to interview. Findings indicated that, access to accommodations, attitudinal barriers, level of social integration, and ease of communication were influential to their learning and participation experiences. Recommendations that aim to address the identified barriers and enhance the tertiary education experiences and outcomes for this population, included the need for students to have strong self-advocacy skills and familiarity with the range of resources available, including new technology. An increased awareness within tertiary institutions of deaf students’ academic and social needs must be at the forefront of any move towards inclusive education, where both deaf and hearing students are equal and valued participants.