As an undergraduate, Colleen had one professor who truly fostered an inclusive and participatory learning environment in a disability studies course. The professor began by discussing access with the class, allowing students to set flexible expectations for how they engaged with the space, such as choosing where to sit or move. Classroom elements like lighting, desk types, and location were adjusted based on students’ needs, even leading to room changes. The professor encouraged dialogue, creating a safe atmosphere for students to disclose access needs and contribute authentically. Note-taking roles were shared, assignments were flexible, and deadlines negotiable, accommodating various forms of expression like spoken word and art. The class embraced trust and valued all contributions, integrating interpreters and transcribers seamlessly. Together, they shared stories and built a community rooted in understanding and respect, leaving with a profound sense of what accessible and meaningful learning could be.