In a recent themed issue of "Journal of Teacher Education" ("JTE" 63.4) about issues of disability, diversity, and teacher education, guest editors Marleen Pugach, Linda Blanton, and Lani Florian (2012) invite readers to participate in "honest, difficult, and much needed dialogue across the many diversity constituencies in teacher education" (p. 235). In this commentary, Kathleen Collins extends the dialogue begun in this special themed issue by considering the affordances of a Disability Studies in Education (DSE) perspective for understanding the intersectional nature of diversity, disability, and the social, cultural, and political production of educational inequities. Collins draws on research in DSE to clarify some of what is obscured by the disciplinary lenses represented in "JTE" 63.4. She begins with a brief overview of the articles in "JTE" 63.4 and the foundations of DSE. She then moves to more deeply explicate a DSE perspective on two important concepts, "disability labels as a social and political response to difference and personal narrative as decolonizing methodology." After introducing a DSE perspective on each of these points, she contrasts it with those represented in "JTE" 63.4. The article concludes with a discussion of the perspectives that a DSE lens affords relative to teacher education and educational equity that are not otherwise addressed in the special issue.