Abstract: Within higher education, technology is deeply ingrained in what we do. We find it in our classrooms, labs, libraries, offices and throughout our campus communities. The rich digital assets produced at our institutions - course content, websites, programs and media - must be made accessible to everyone. The problem is that this task is harder to implement than one thinks. The processes for bringing accessibility into the day-to-day teaching and learning at Glasgow School of Art and University of Delaware have differed, but both found that success requires a combination of technology, faculty/staff training, top-down directives and meaningful feedback from students. This paper presents the strategies of both institutions from the perspective of their learning technology team leaders, and provides scope to compare the approach of a large University with that of a small, specialist higher education institution.