Many young people with disabilities remain excluded from sexuality education, increasing their vulnerability to abuse, exploitation, sexually transmitted infections, and unintended pregnancy. For those who also identify as queer, barriers are further aggravated by stigma, heteronormativity, and ableism. Social attitudes often desexualize persons with disabilities while simultaneously marginalizing sexual and gender minorities, leaving their needs largely unrecognized in policy, curricula, and service provision. This brief draws on a qualitative study of sexuality education experiences among persons with disabilities who identify as queer in Kenya. Discussions explored school experiences, access to sexuality information, support systems, and barriers linked to disability and sexual identity. Policymakers, educators, healthcare providers, and community leaders must work together to ensure that sexuality education is inclusive of persons with disabilities and diverse sexual identities. National education authorities should strengthen policies and curricula to reflect the realities of all learners, while teacher training institutions should equip educators with the knowledge and skills needed to deliver inclusive sexuality education. Schools and health systems must also create safe and supportive environments where persons with disabilities can access accurate information and services without fear of stigma or discrimination. At the same time, families, community leaders, and civil society organizations should be engaged in efforts to challenge harmful stereotypes and promote open dialogue about sexuality, disability, and inclusion. Development partners and digital platforms can further support these efforts by investing in accessible learning resources and expanding safe channels for young people to access reliable information.