Current conceptualisations of the digital divide have broadened beyond the notion of ‘haves’ and ‘have nots’ to include a more multifaceted perspective in which individuals and the contexts in which they learn are explicitly considered. This paper reports on a qualitative case study of a compulsory Engineering foundations course at a tertiary institution in New Zealand. The course provides a broad introduction to engineering concepts, with particular emphasis on problem solving, the design process, and use of 3-dimensional computer-aided design (CAD) software. Findings illustrate and illuminate the multidimensional nature of information and communication technology (ICT) inclusion/ exclusion and are described within three themes – technological, conceptual, and aspirational/ professional. Implications are presented for course designers and lecturers interested in providing more inclusive learning environments.