As a former trainer in a teaching program and an educational psychologist special-izing in disabilities, I have viewed learning from two perspectives: that of the teacher and that of the learner. My more recent role in administration has caused me to consider these perspectives in a more unified manner, concentrating specifically on the link between teaching and learning in higher education. Here at Emory, my responsibility is to view the total academic experience of students with disabilities and to work with faculty members to develop policies and procedures that will allow our students full access to educational opportunities. I am asked to build bridges between teaching and learning at an institution that has until recently taken for granted that everyone is equally endowed for learning and learns similarly. The unwritten understanding has been that if one passes the threshold of admission into this community, one does not have needs that might be considered “special.”