This article explores the benefits and challenges of operating an inclusive elementary and special education teacher preparation program within a disability studies framework. How does such a program balance issues of theory and practice? How does it provide students with a critical approach that essentially views disability as a social and cultural category much like race and gender, with a practical approach that attempts to address, remediate or eliminate those conditions that are considered disabling? How is it possible to become a successful professional with a disability studies perspective within a field such as special education that is traditionally based around a deficit model? The article provides recommendations for how such questions might be addressed in teacher education. (Contains 1 table.)