Every student has a right to access the general curriculum to realize the aims of education for sustainable development. Accessing the general curriculum remains a critical component in the teaching and learning process of learners with learning disabilities and difficulties. Existing literature indicates that teachers must use suitable strategies to accommodate curriculum needs for students with learning disabilities and difficulties. This paper analyses how curriculum access for students with learning disabilities and difficulties has been promoted and achieved in the context of Botswana. The focus of this paper is therefore to outline the progress made so far towards enhancing curriculum access to the general education curriculum for learners with disabilities and difficulties.