This paper describes the impact of the COVID-19 closures on accessibility and student engagement. A survey was designed and administered to students who were enrolled in mathematics modules in an Irish university at the time of the closures. A total of 263 students from six universities responded to the survey. The survey comprised three sections: Teaching and Learning, Assessment, and Personal Experience, and centred on how the changes in teaching and assessment were viewed by students. This paper examines a subset of the survey that focuses on students’ access to and engagement with online learning. The data shows that the abrupt changes had a significant impact on students’ motivation in addition to other factors which impacted engagement. The responses indicate that most (but not all) students had access to the appropriate technology and infrastructure to engage with online learning.