Ableism and other systems of oppression continue to be upheld and maintained in both university teacher preparation and K-12 schooling systems. Thus, there is an urgent need to examine and disrupt these oppressive forces and begin to (re)imagine teacher preparation and K-12 schooling so that disabled and multiply marginalized students and educators are supported, affirmed, and valued in their respective communities. Using TL Lewis (2022) definition of ableism and DisCrit Classroom Ecology as a conceptual framework for anti-ableism (Annamma & Morrison, 2018), this dissertation includes three papers focused on identifying and disrupting ableism in both systems. Chapter 1 introduces the aims of this dissertation, its conceptual framework, relevant literature, and the methodology of each paper. Chapter 2 is a critical qualitative research study that examined how self-contained special educators from one Northeastern school district reproduced and/or resisted ableism and white saviorism in their conversations about their working conditions. Chapter 3 is a community-based participatory research study where we examined the schooling experiences of eight disabled adults to inform recommendations for K-12 and teacher preparation. Chapter 4 is a conceptual essay written with a practicing early elementary educator and four disabled educators. Together, we share how we developed and enacted curricula about positive conceptions of disability, anti-ableism, and disability histories with young learners. Finally, Chapter 5, provides future directions for research and practice that is rooted in criticality, community partnership, and justice. [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.]