The objective of the study was to examine and see the attitude of students without disabilitytowardsrnstudents with disability and experience of students with disability in Hosanna College of TeacherrnEducation. Accordingly, the following basic research questions were proposed in the present study.rnIn order to find out answers for the above research questions the researcher drew 200 participantsrn(13.5%) out of the total population (1485) population who were pursuing their study in 2006 E.C. 133rnmale and 67 female studentswere selected from Hosanna College of teacher education by using stratifiedrnrandom sampling. The close ended questionnaire was used to collect data from students withoutrndisability to know the information about disability, open ended questionnaire were used to collect datarnfrom 10 instructors about challenging experiences of students with disability, attitude scales of five pointrnLikert Scale was used to collect data from students without disability about the attitude of studentsrntowards disability, focus group discussion was used to collect data from Special Needs EducationrnDepartment, student union and classroom monitors of 1 st , 2 nd , and 3 rd year Special Needs Educationrnstudents about the challenging experiences and opportunities of students with disability and finally casernstudy(three case studies) was planned to collect data from students with disability about the challengingrnexperiences and opportunities of students with disability at Hosanna College of Teachers Education.rnFrom the inspection of the data analysis, there was no significant mean score difference between malesrnand females of students on attitude towards students with disability. There was statistically significantrndifference in the mean score of attitude towards students with disability across the three year level (1 st,rn2 nd , 3rd year level). The qualitative data indicated that the most common type of disability among studentsrnin Hosanna College of Teacher Education were visual, hearing and physical disability. The qualitativerndata obtained from instructors also indicated that the problems encountered by students with disabilityrnwere related to materials (resources), college physical environment (class room setting, buildings etc.)rnand teaching methods