This paper describes an online undergraduate course that explores ways the arts can help students develop a clearer understanding of how perceptions about (dis)ability affect their lives, and the lives of others. The course engages a variety of questions through web-mediated and arts-based activities, including: What is disability? How does schooling affect our understanding of ourselves and others? After analysis of course material, findings suggest that course outcomes, including measures of work quality and course evaluations, were both intellectually substantive and personally meaningful in both delivery modes. Student comments also suggest that many experienced the online format as a "safe space" in which to explore disability more critically. The data show that the online instructional format of the course has allowed for a dramatic expansion of the number of students who are exposed to perspectives about (dis)ability, education, and the arts, which they often characterize as transformative.