The concept of inclusive education was mostly understood as focusing narrowly on children with disabilities on the primary and secondary level leaving students with special needs in higher educational institutions unguided and uninformed of their rights. This study investigated categories of students with special needs in tertiary level and explored their unique needs. The study utilized sequential explanatory mixed method research design which gathers quantitative data and afterwards subjected the respondents to an in depth interview to gather more qualitative data. There were 1,064 respondents chosen using purposive sampling who participated in the study. Two from each category were selected and subjected to an in depth interview. Percentage, frequency and rank distribution were utilized to describe the quantitative part of the study and thematic analysis for the qualitative one. It was found out that students with special needs in tertiary education exist and were composed of different category such as self supporting students, parents and solo parents, students with emotional disturbances, students with visual, auditory, physical and language impairment, members of indigenous groups and with learning disability. Unique needs identified were financial assistance, socioemotional programs, instruction modification, supplementary aid and other related services programs. Unique needs identified are different from each category. In light of the results, promoting inclusive education in tertiary education requires creation of policy and programs concentrated on students with special needs monitoring and based on the unique needs of each category.