In the late 1960s and 1970s, the author was falsely labeled as a student with mental retardation, a label that controlled her educational experience for 8 years. In the early 1980s, she completed traditional university licensure programs to become both a general and a special education teacher. In this article, the author provides the perspective of one who lived through segregated special education services as both a student and a novice teacher and the perspective of one who is living through inclusive education as a teacher educator, a school collaborator, and a researcher.