This special series offers the readers of Critical Education groundbreaking work by scholars who explore a myriad of issues related to how ableism manifests and is resisted in higher education. Ableism is defined as the idea that able-bodiedness/mindedness is a preferred way of being in society. In this series introduction we, the editors, recount our own orientations to the themes that are brought forth in the special issue. Subsequently, we synthesize the innovative themes that have emerged in the eight manuscripts that are a part of this special issue, including: 1) Asking: from whose perspective should we learn about disability experiences in higher education?; 2) Describing the critically-oriented theoretical perspective employed across the manuscripts, all of which align to a disability studies perspective; 3) Questioning who is invited to participate and thrive in the academy; and 4) Exploring tactics used to create change and breakdown ableist structures that persist in the academy. Ultimately, we feel the implications of the work undertaken by the authors in this special issue are far-reaching and encourage the increased citizenry of disabled people, elevate the social positioning of disabled people in higher education settings, and ultimately reframe what it means to be labeled as disabled.