Introduction Deaf and hard of hearing (DHH) students are entering higher education in much larger numbers than ever before. Yet, many of these students discover they are ill-prepared for this environment and this impacts on their ability to access the curriculum in the higher education context. Purpose The purpose of this presentation is to report on the academic readiness and transition experiences of deaf and hard-of-hearing (DHH) students attending higher education institutions with small populations of DHH students. Method A sequential mixed methods procedure was used; an initial nested quantitative and qualitative written survey was followed by an in-depth qualitative interview with a selected sample of participants. Sixty-four students completed the written survey and eight were interviewed in-depth. Results Findings related to transition indicated that strong self-advocacy skills, an understanding of their own learning styles, and being familiar with the range of resources available, including new technology were critically influential to their learning and participation experiences. Being able to self-identify support needs confidently and knowledgably was a valuable skill, and often one that students had not been required to implement at secondary school. Conclusion An increased awareness within compulsory education of DHH students’ academic and social needs prior to transitioning to higher education must be at the forefront of any move towards inclusive education at the postsecondary level, where both deaf and hearing students are equal participants.