Through examining nine Accessibility Advisors' (AAs) stories of becoming professionals in their field, this study provides an important entry point into understanding the individuals whose work is central to supporting students with disabilities within Canadian research-intensive post-secondary institutions. AAs function as Third Space professionals, whose work straddles the academic/non-academic binary. Using a narrative interview prompt, the respondents describe an unplanned, but formative, journey that led to a committed career in disability advising. The analysis focuses on how respondents consciously and selectively create meaning between experiences using a three-dimensional analysis which examines temporality, sociability, and spatiality within narratives. The AAs' construction of their professional identities provides a lens through which to view how post-secondary disability support is tied to the medicalization of disability and advisors' acknowledgement of the social construction of disability. This study articulates how AAs are socialized to understand the value of the accommodations process, and how situating their work is neither faculty- nor student-aligned.