The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years (M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.