When typical pre-service teachers muse over classroom dynamics, they seldom pause to consider the fact that humanity exists in continua on several levels: their physical abilities, cognitive abilities, and culturally-enabled or -engendered abilities and "disabilities." For this reason, they need guidance in order to bridge their classroom imaginations with classroom realities. Similarly, in-service teachers--their experiences notwithstanding--often need their tools of the trade (including their oft-transparent cultural spectacles or filters) sharpened and periodically recalibrated in order to be capable of registering true reality, as opposed to their culturally- or societally-induced realities. This is extremely important, because in classrooms all over the world, the lives of millions of real students depend on, and are determined by, the perceptions of teachers who often use miscalibrated instruments to determine their psychological, social, and economic futures. The world of special education is not exempted from this calamitous act. This article discusses why extra care needs to be taken to examine undiagnosed, sub-surface factors, such as culturally-engendered disabilities, that impact human performance in all of educationdom.