In November 2009, I participated in the "The Whole Life" project, which was a professional development and training initiative for adult literacy educators addressing learning disabilities in their practice setting. I received a small grant to conduct a needs assessment, and subsequently applied to Kwantlen's Research and Scholarship Department. I received further funding to expand the project and explore the question: What are the perspectives of students with learning disabilities on the emerging implications and potential uses of social media and literacy in a post -secondary environment? Another aim of the study was to contribute to the understanding of current and potential uses of social media to increase educational opportunities at Kwantlen.Some time later, I enrolled in an inquiry-based research course at the University of Calgary. This course was an individualized study with a focus on collaborative inquiry. In addition to introducing the primary components of research, it also, more importantly challenged my assumptions and hesitations relating to traditional academic research. Moreover, it provided the opportunity to explore my personal connection to the topic under study.Unfortunately, the initial conceptualization of the study did not include a collaborative framework. As I learned more about collaborative inquiry approaches, I recognized the necessity of working with others. I understood that actively including people with disabilities in all aspects of the research process was not "just the right thing" to do, but essential when embracing the Disability Motto: Nothing about Us Without Us.