In the postmodern conceptual framework that informs this commentary, both teacher and student are seen as scholar-practitioners. To meet the scholar-practitioner's goal of connecting theory and practice, teaching and learning are considered to be necessary and inseparable acts. Teacher and student are mutually engaged as "bricoleurs" (Levi-Strauss, 1966)--professional do-it-yourselfers--who extract and apply the right tools for the job of constructing schooling from a cache of diverse ideas. The scholar-practitioner dyad is both reflexive and reflective, seizing a teachable moment, and replicating its found strategies in future lessons. The author provides an example of postmodern scholar-practitionership from her experience as a special education teacher, wherein a teachable moment led to undreamt-of possibilities for both teacher and student. Deconstruction of current metanarratives regarding disability and special education are discussed, and questions are posed for future deconstruction of positivist paradigms.