In this article, I empirically examined the dispositions of teachers in juvenile justice surrounding young women of color with disabilities to inform what improvements can be made in teacher education. I utilized Critical Race Theory (CRT) and focused on the tenet of whiteness as property as a lens to provide a robust racial analysis of the dispositions of teachers. Findings indicated that instead of a status that elicited support, ability became another thing to surveil, perpetuating a commitment to whiteness as property. An implication that arose directly from these findings was that teachers need training in understanding theories of race, racism, and inequities that recognize the historical legacy of whiteness as property. This training could lead to a change in teacher dispositions and practices that may disrupt the School to Prison Pipeline.