I draw theoretically on the works of critical pedagogues to unpack my instructor experiences developing and teaching critical disability studies (CDS) and Mad studies in university contexts. My intent is to insert CDS and Mad pedagogies into the literature in adult education, where such discourses have been and continue to be absent from critical pedagogy in general and from teacher education more specifically. In this paper, I offer a critique of the absence of CDS and Mad studies-informed approaches and perspectives in critical pedagogy in ways that may inform adult education. CDS and Mad studies can also help us to unpack the often ableist and sanist nature of Canadian teacher education.