This article critiques the ways adult educators discuss disability. To enhance the discourse on disability from a critical perspective, the authors present concepts and theories from disability studies useful for a critical examination of disability in adult education. Disability should be an important concern for adult education and adult educators for at least three reasons: (1) The process of becoming disabled provides opportunities for the person with the disability and his or her family to learn about the disability; (2) Increasing numbers of students with disabilities enroll in formal adult and higher education programs; and (3) Disability is an identity marker that diminishes opportunities for work, education, and leisure. The authors provide a brief discussion of the state of research and thinking on disability in adult education. Next, they present four concepts from disability studies: (1) disability as social construction; (2) the comprehensive theory of disability oppression; (3) critical disability theory; and (4) critical theory of "dis-citizenship". They conclude the article by making connections between disability studies and adult education.