Students with disabilities are continuously challenged in the classroom by educators' lack of knowing and these moments can lead to academic trauma. Through restorative justice practices a hearing faculty member and a Deaf+ student find common ground to unpack a challenging semester together. Using scholarly personal narrative methodology and written in four vignettes, this piece focuses on the need to be vulnerable when you do not know, the complex web of intersectional privileged and oppressed identities in the classroom and addressing head on.