Students with disabilities are underrepresented and underserved in college science, technology, engineering and math (STEM) degrees. Disabled individuals comprise 26% of the U.S. population but only about 9% of the students enrolled in STEM undergraduate programs. Individuals with disabilities who do pursue STEM degrees report unique challenges within their programs, including struggling to receive needed accommodations and experiencing discrimination from peers and instructors. However, there has been limited research on the extent to which disability characteristics affect their experiences in STEM. To address this gap in the literature, we surveyed over 700 undergraduates with disabilities enrolled in STEM majors across the U.S. and probed their sense of belonging in science, feelings of morale, perception of campus climate, experienced classroom stigma, responsiveness of disability resource offices, scientific self-efficacy, science identity, and science community values. Using linear regression, we will assess and present on outcomes related to students’ persistence in college, outcomes specific to students with disabilities, and outcomes specific to these students in STEM. The findings of this work can be used to inform recommendations to create more inclusive experiences in college STEM for students with disabilities.