Few research studies pertained to middle school teachers with a self-identified specific learning disability (SLD) and the influence of this disability upon their teaching philosophy and instructional practice within educational research. This qualitative narrative study examined the perceptions of middle school teachers with a self-identified SLD and the perceived influence of their disability upon their philosophy of teaching and instructional practice. Utilizing social media platforms, nine middle school teachers were identified and interviewed via Zoom for narratives related to philosophy of teaching and instructional practice. The perception of their educational experience allowed them to be accommodating, empathetic, discerning, and including of all students. Findings from this study will benefit scholarly research as well as serve as professional learning for middle school general educational teachers. [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.]