This qualitative autoethnographic-action research study examined how lack of voice as a special education student in the mid-1970s influenced my self-perception. This study also examined, through the use of action research, what influence storytelling had on teacher perceptions of students with disabilities. Autoethnographic data results were used to create opportunities to engage in storytelling and conversation to foster a greater awareness surrounding the topic of disability. Data from pre- and-post surveys indicated that hearing a story from a first-hand narrative account fostered compassion, sensitivity, and understanding among participants, influencing teacher perceptions of students with disabilities in a positive manner. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]