Emily, a first-year college student, struggled with learning music theory despite her experience in band and choir. She became frustrated with her inability to grasp the material, and her professor appeared equally frustrated, possibly perceiving her as lazy or not caring about the course. When the professor asked sharply if something was wrong with her, Emily realized she was being asked if she had a learning disability. This interaction highlighted the professor's deficit-based view of disability, implying that Emily’s struggles stemmed from something being wrong with Emily. At the time, Emily shared this perspective due to internalized ableism and did not identify as disabled, believing that if she truly needed accommodations, she would already have them. Emily believed that if she would have benefitted from accommodations someone would have already told her.