Teacher education is not only about teaching teachers the art and science of instruction, but it also should encompass a political agenda, helping educators to recognize and address oppressive practices in our schools and in our communities. Through a disability studies framework, teacher candidates can be guided toward social and political action as each becomes more aware of how their students with disabilities experience the world, both in and out of school. By pairing structured reflective writing assignments with stories written by individuals with disabilities, teacher candidates gain an increased awareness of the disability perspective. This budding awareness inspires a commitment toward action for addressing the injustices unveiled through the reflection experience. This article presents the analysis of structured reflective writing assignments collected over 8 years in a post secondary setting, supporting the use of this instructional technique in teacher preparation programs to encourage positive action and educational change.