In spring 2021, I taught a synchronous online course in disability studies, communing with young people struggling with their present and future as educators. The students not only felt empowered to introduce themselves with their preferred pronouns, but they were also empowered to disclose their disabilities. One-third of the students identified as having, or as having had, a disability that significantly impacted their lives: their education, families, and social structures. This article is about what I learned from my students as a result of spontaneous disclosures of their disabilities. As a result, we were brought into conversations about what is important in life in a way I, as an educator, have never witnessed before. Our discussions were filled with their insights, personal stories, and interactions with each other. Excerpts from their dialogue and essays make an important contribution to this paper.