This paper introduces a newly implemented arts-based space for reflection and identity development for students with disabilities (SWDs) in a disability services office in the American Southeast. This project aimed to help students make sense of their disability through creating a three-panel art project and an accompanying written description. While the primary aim was to create a space for reflection for SWDs, the secondary benefit is the use of their work for advocacy on campus. The project also brings art-based makerspaces into a cocurricular space for reflection, community building, and advocacy. After introducing the project, the paper will discuss the research findings and lessons for future research. [For the full proceedings, see ED631897.]