Based on a qualitative study, this article describes how undergraduate students in a teacher preparation program construct and make meaning of their experiences in supporting an adult with a disability as the member of a "circle of support". Data were collected through detailed reflection journals that were submitted by the students. Findings indicate that being a "circle member" enabled students to challenge stereotypical perceptions of disability, expand their understanding of relationships and the ways in which they are created or sustained within a community as well as develop an increased awareness of the exclusionary experiences that people with disabilities often face. The findings of this study suggest that field experiences that place pre-service teachers in non hierarchical relationships with people with disabilities could play a crucial role in encouraging future teachers to challenge the dominant views of disability.