To replace the current professional paradigm of higher education disability resources, socially-just disability resources emerged as the next step for the field to progress relative to creating experiences for students with disabilities that are not only accessible and equitable but also socially-just. Overall, descriptions of socially-just disability resources take the social model approach a step further by directly mobilizing disability resource professionals to organize for greater change in higher education to holistically address barriers with an ideal outcome of reducing the need for accommodations altogether. However, because this is a novel framework, there is a paucity of research regarding its implementation. The purpose of this study was to understand what the ideal implementation of socially just disability resources would entail and how these practices can be sustained. Following a review of the findings from an appreciative inquiry initiative conducted with one disability resource center, implications are discussed.