Faculty members play a crucial role in the development and success of students, especially students from minoritized populations. Institutions are trying to diversify their faculty to reflect their minoritized student population, but faculty with disabilities are neglected in this hiring. There has been little exploration of how the disability experience shapes the teaching approach of faculty members with disabilities and how they can affect minoritized students. As a result, this study seeks to understand how faculty's disability experience influences their approach to teaching, utilization of Universal Design for Learning principles, and how they believe they foster a sense of belonging among their students with disabilities. Through a phenomenological approach, fourteen faculty members with disabilities who've taught at least one course each semester were interviewed. Participants were employed at both community colleges and four year institutions. Open, axial, and selective coding were used to determine themes and subthemes. For faculty with disabilities, their disability experience did influence their approach to teaching, but not necessarily their knowledge or understanding of Universal Design for Learning principles. Faculty with disabilities described how they provided students with disabilities a sense of belonging, as well as how they advocated for disability issues on their campus. Research findings can be used to increase accessibility and include disability topics in institutional policies and initiatives. [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.]