Limited literature exists detailing the educational experiences of students with learning, emotional, and behavioral difficulties from the student perspective. The purpose of this narrative inquiry was to illuminate the stories of recent graduates who had IEP/504 plans, suspensions, or expulsions during their K-12 experience. Five African American and one White participant provided data through in-person and virtual interviews during the COVID-19 pandemic. An inquiry paradigm of Critical Disabilities Studies, the systematic and social disablement of individuals, and constructivist framework, the relative construction of knowledge based on experiences, were utilized to form participant data. Findings revealed that at-risk students experienced diminished opportunities for learning, a teacher's understanding of diversity impacts interactions, and the quality of interactions influences student learning. Implications for teaching practice include recognizing how thoughts and feelings about disability status, race, and culture in form teacher and student behavior. Further research to expand the participant population and disseminate findings linked with evidence-based practices can potentially improve the educational experiences of future at-risk students. [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.]