Recently global attention has been directed to the situations of girls and boys with disabilities, yet research tells us little about the experiences and perspectives of girls with disabilities except that their lives are filled with barriers, violence and stigma. I explore how girlhood studies can authentically include girls with disabilities. Drawing on feminist disability studies, I argue that we can use intersectional theory to identify and include the experiences of girls with disabilities, and explore diverse embodiments of girlhood. In doing this we can remove the trump card of disability and see disabled girls as an integral part of girlhood and girlhood studies. KEYWORDS diverse embodiments, friendship, intersectionality, play, sexuality, violence