Teacher educators have an obligation to prepare pre-service teachers to understand and work with the diversity represented by students across K-12 schools. However, diversity is much broader than the categories of race or ethnicity. Because of current legislative mandates' emphasis on providing access to the general education curriculum for students with disabilities, we critically interrogate elementary preservice teachers' understandings and constructions of disability as difference. We pay particular attention to the ways in which these elementary preservice teachers discuss children with disabilities in their work with students with disabilities in classroom internships. Implications for teacher educators are discussed, including the need for providing opportunities for preservice teachers to examine prior knowledge and develop constructions of disabilities.