Teacher education programs are designed to provide teacher candidates with the knowledge and the skills for effective classroom learning and teaching. This includes providing relevant opportunities for student teachers to develop personal philosophies that will promote environments supportive of the participation and achievement of all learners, including those with disabilities. This paper provides a concrete view of portfolios of disability which are productive in affecting and modifying the beliefs and attitudes of teacher candidates relative to inclusive schooling and students with disabilities. It discusses the rationale for portfolios, their content and use, and provides samples of candidates' responses.