This chapter dives into the conflicts and tensions that arose when the teachers critically engaged with issues of ableism, race, and exclusion in schools. The chapter opens with an exploration of the intersection of race and ability, unpacking how systemic inequities shape educators’ beliefs and actions, often in ways that reproduce marginalization despite good intentions. Two poetic clusters are then shared that capture the emotional complexity of book club discussions and individual critical reflections as the teachers grappled with their own self-awareness, discomfort, and feelings of complicity while reading a disability memoir. The chapter offers reflections that synthesize these insights with theory, emphasizing that genuine inclusion requires educators to sit with unease, question their assumptions, and engage in their own continuous critical reflection. This chapter underscores that tension can be a productive pedagogical space that fosters opportunities for deeper understanding, accountability, and transformative change in inclusive education.