Students with disabilities are a rapidly growing population in postsecondary education, estimated to be approximately 19.4% of undergraduate students (U.S. Department of Education, 2019). However, many postsecondary faculty members are unaware of the issues that students with disabilities experience and are not confident in how to teach diverse learners. While researchers have designed disability awareness and inclusive teaching trainings for postsecondary faculty, these trainings do not always include the voices of students with disabilities as the primary content. In this study, we demonstrate the importance of using student voice in postsecondary faculty disability awareness trainings. We highlight a mixed methods study that evaluates instructor perceptions of a Disability Awareness & Inclusive Teaching Video Training that uses student voice as its primary teaching tool.