This self-reflective article describes my experience as a disabled-Latino faculty member in a teacher preparation program at a minority-serving urban university. This personal narrative of the physical, emotional, attitudinal, and resource aspects of the author's experience highlights barriers and challenges experienced in the educational and working environment while identifying strategies that assisted in overcoming these barriers. The article specifically relates my progression through my teaching career as I encounter issues of equality and diversity. With this article, disabled faculty and other minority groups are encouraged to incorporate practices that encourage teacher candidates to explore teaching practices for diverse populations in urban settings.