Ableism often prevents college students from disclosing their disabilities. This practice brief, co-authored by a non-disabled faculty member and a disabled disability services professional, explores implications of crip theory to create campus cultures that foster self-disclosure of disabilities. Using tenets of crip theory--compulsory able-bodiedness, cripistemology, and disability as a fluid identity--we explore three practice issues: (a) wrestling with the murkiness in disability services professionals' decisions about who is disabled and meets accommodation eligibility requirements; (b) interrogating ableist practices of disability services offices that prevent disclosure (a reflection not on disability services but on the insidious nature of ableism); and (c) creating cultures in the classroom and co-curriculum that value disabled students' insights rather than perceive them as tragic burdens. For each issue, we explore practical implications of crip theory to encourage disclosure and allow disabled students to bring more of their authentic selves to their college experience.