Disability Studies (DS) is a framework focused on demystifying the notion of Disability strictly as a biological reality and, instead, positions this identifier alongside other social identities. Through this framework, Disability intersects with race, gender, sexuality, socioeconomic status, and other markers to construct the mosaic of an individual’s whole identity. Kimberly Sanford and April Coughlin reflect on DS initiatives at SUNY New Paltz, New York, US, and detail the urgency of making this discipline available to students and faculty who mutually benefit from this work that enables them to contribute to a more equitable, accessible, and sustainable society founded on quality education. Through the construction of DS courses in general education and teacher preparation programs, the principles of DS are spread throughout the academic institution for students who will carry this social framework and conceptualization into their various workplaces and social locations. Additionally, DS university campus events and professional development opportunities invite faculty members in higher education to continue learning about this growing discipline and its influence on the superstructures of our colleges and universities, the shape of collegiate classrooms, and the accessibility of our extracurricular and scholastic spaces.