This review was commissioned by CWGHR to synthesize the most relevant academic and grey literature on the topic of episodic disabilities and post-secondary education in Canada. The value of promoting meaningful education for all Canadian students, including disabled students, has been increasingly recognized from the 1980s onward (Kohen et al., 2006; Mullins & Preyde, 2013). As this review discusses, legislation mandating access to education for students with disabilities has typically focused on access to the primary and secondary levels of education, and does not directly address access to post-secondary education (Multiple Sclerosis Society of Canada, 2014; National Educational Association of Disabled Students, 2012). Further, laws and policies promoting access to education for students with disabilities have tended to be designed to address the needs of students with permanent disabilities, which has excluded many students with episodic disabilities (Baur, Parker & Dufflet, 2014). For these reasons, students with conditions now recognized as associated with episodic disability have faced many barriers to accessing post-secondary education and to remaining in their program of study and ultimately graduating, which has serious implications for their opportunities to find adequate employment.