This reflection is based on my project that investigated the impact of new course content on student learning of basic knowledge and attitudes toward various assistive technology (AT) devices and services using multiple measures in an introductory-level course in a special education program at Indiana University-Purdue University Fort Wayne. Through this project, I experienced an unexpected paradigm shift, realized a strong connection between teaching and research, and launched my journey to practice the Scholarship of Teaching and Learning (SoTL). Practicing SoTL allowed me to constantly reflect on my own teaching and model effective teaching practices I preach to current and future teachers of students with disabilities.