The purpose of this qualitative study was to understand the lived experiences of students with dis/ability labels who are in special day classes (SDC). Using a narrative case study, five participants from an urban high school in California were selected to be interviewed for the study. Additionally, a class assignment of education journey maps was coded as part of the study. Finally, the researcher maintained a reflective journal that was also included in the data. After the interviews were transcribed, all data were coded using the same methods to create the themes in the study. By using an identity framework suggested by Gee (2000), combined with aspects of DisCrit (Annamma et al., 2016), dis/ability identity was explored as experienced by 12th graders in the SDC placement. This study contributes to the current literature by providing a voice to high school students with an IEP designation and also including a counternarrative to institutional parameters of dis/ability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]