This research explores higher education access practitioner knowledge, investigating the relationship between access practice and community engagement. The research delves into the world of HEI access practice, it looks at how access can be enhanced drawing on the knowledge from professional access practitioners and communities that experience disadvantage. Access practitioners have been working within Higher Educational Institutions in Ireland since the late 1990s. Despite equity of access being a strategic priority of the Higher Education Authority and policy and funding commitments by the Government to address educational inequalities, there remains inequalities in our society that have deep levels of educational disadvantage. As an access practitioner for over two decades, this research explores with access colleagues and community participants if and how community engagement practices could enhance access practices. This research stands within a critical tradition, interested in questions regarding equality and power. Using qualitative research methods with community participants and access practitioners, the reality of the access role is depicted, alongside the untapped access opportunities that exist within communities. In-depth interviews with practitioners and community workshops using participatory research methods (photovoice) were undertaken. Research participants explored themes relating to educational disadvantage, access to higher education and community engagement. The research found that access practice at institutional level is significantly impacted by neoliberal government policy and new managerial practice. The empirical evidence from this research points to difficult working conditions, inappropriate institutional positioning, and pressures on time for access practitioners, all of which limits real meaningful engagement with communities that are under-represented in higher education. Access practitioners are working with limited resources, and with time specific funding streams, which have negative consequences for community engagement. Communities have been on the receiving end of this hurried approach, resulting in very few opportunities for meaningful, collaborative and respectful engagements, where HEIs and communities can together, as equals, address issues relating to educational disadvantage. New principles for access and community engagement for access professionals are presented.