Within the educational research community, there have been a growing number of published research studies in teacher education that adopt a self-study approach. Researchers suggests that self-study in teacher education has the potential to animate the idea of teaching as reflection, model an inquiry-based approach to pedagogy, and generate rich understandings about promoting reflective practice. This study responds by situating the present research in the larger research programs on improving general education teacher candidates' knowledge, skills, and dispositions to effectively include students with disabilities.