There is a lack of understanding of what encompasses a (dis)ability and how ableism plays a role in educational settings. Ableism, as the discrimination of individuals with (dis)abilities, is found in educational settings and is often covert or benevolent. The purpose of this study was to understand how master's level special education teachers make sense of ableism. The research question was explored by listening fully to how the participants made sense of their lived experiences in the field of special education. Six master's level teachers participated in this study. The researcher utilized an interpretive phenomenological analysis (IPA) approach to examine their lived experiences. Four themes emerged from the data. The first being there is a lack of understanding of (dis)ability and how we define this phenomenon. While most of the participants relied heavily on a medical model to define (dis)ability there as a recognition that this is problematic. Secondly, ableism is prevalent in schools. The participants highlighted experiences with covert ableism, microaggressions and categorization of students. Additionally, educational practices affect ableism. Participants highlighted how societal expectations and place a burden on educational systems, while highlighting a need for inclusive practices and meaningful participation. Finally, advocacy is needed. Participants called for advocacy through classroom culture and community involvement. Additional research is needed to explore how ableism further impacts our educational systems and practice by exploring the perspectives of students with (dis)abilities. [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.]