The purpose of this study was to explore an emergent professional paradigm in higher education disability resources--socially-just disability resources--as a potential means to enhancing access and equity in the experiences of students with disabilities. Because this is a novel framework of practice, we facilitated an appreciative inquiry initiative within a case study of one higher education disability resource center. Findings from the appreciative inquiry included the "positive core" of the disability resource center's implementation of socially-just disability resources, or the best of current practices in alignment with the paradigm's theoretical underpinnings. After an overview of the components of the positive core, implications for higher education disability resource professionals will be presented.