In this self-study, I propose a curriculum fragment methodology to work toward a greater understanding of the boundaries (Herdandez-Saca et al., 2023) between special education and disability studies that strengthens both teacher education and disability studies in education (DSE). Specifically, I engage in critical reflection on my teaching practices (Freire, 1998) to explore the possibilities for an educator working in the field of special education with a DSE disposition to engage boundary work as a teacher educator in the tensions between special education and disability studies. In this study, I use curriculum fragments (Poetter & Googins, 2015) to frame a methodology as supported by the curriculum studies traditions of currere (Pinar, 1975), Teacher Lore (Schubert, 1989), and narrative points-of-entry (Schultz et al., 2010). My aim is to excavate my experiences as an educator and professional working with disabled students and adults labeled with multiple and intellectual disabilities and my current experiences as a teacher educator by leveraging curriculum fragments that flow freely through Pinar's (1975) four stages of currere and Martin Heidegger's hermeneutic circle (2008) to facilitate my journey for a narrative. The culmination of this curriculum fragment methodology leads to reimagined possibilities in the boundaries that ultimately culminate with Pinar's (1975) synthetical stage presented in curriculum fragments that interlace the past, present, and future to enhance my teaching practices. [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.]