Teachers play a key role in fostering a positive view of disabilities by facilitating classroom conversations that promote awareness, understanding, and acceptance of human differences. However, research has indicated that many teachers are reluctant to talk about disabilities with their students because they are unsure of what to say or fear offending disabled students. Embedding disability studies in education perspectives into teacher preparation coursework can encourage future educators to critically analyse issues related to disability as well as to become more conversant in issues surrounding disability. This qualitative study of pre-service teachers (PSTs) in the United States characterises PSTs' emerging understanding of disability by analysing an assignment in which PSTs read and critically analyse fiction about a disabled character. This study provides insight into areas of PST growth as well as areas where continued development is necessary.