When researchers examine the lived experiences of individuals with disabilities (IwD), their voices are absent (Author, 2024; Parkeh et al., 2021). This leaves IwD acted upon, rather than being centered to enact change in their learning and working environments (Laes, 2017; Loja et al, 2013). Research exists regarding the needs of students with disabilities in PK-12 public and private education settings (e.g., Draper, 2022; O'Leary & Moloney, 2020). Researchers have examined experiences of IwD in higher education (e.g., Lindsey & Fuentes, 2022; Parker & Draves, 2017; Thompson-Ebanks & Jarman, 2017; Thompson et al., 2024). Few have included the voices of IwD during the research process (e.g., Author, 2024, Knapp et al, 2024). Additional research exists on IwD within performance degrees and career spaces (e.g., Band et al., 2011; Honisch, 2009; Oakland et al., 2014; Sandahl, 2019); however, most literature is from the perspective of the researcher or is situated in “bootstrap” theory (Hughey, 2008) or disability porn (Young, 2014).The voice of the IwD is necessary in the development and dissemination of research in order for meaningful change to occur within academic and performance spaces. Therefore, the purpose of this emancipatory narrative inquiry (Clandinin & Connelly, 2002; Barnes & Sheldon, 2007; Davis, 2004) is to examine the experiences of an individual with apparent and non-apparent disabilities navigating academic and performance spaces. Specific threads of inquiry include 1) the influence of peer and professorial perceptions on degree and performance opportunities 2) the influence of peer and professorial interactions on self-efficacy to fulfill student/performance roles, and 3) the interaction of social and physical ‘space” on access to academic and performance structures.IRB approval was obtained in June 2025. Data collection began in July while author one participated in a young artists opera program. Author two has provided author one journal prompts, throughout the data collection period, and authors continue to meet bi-monthly to examine, discuss, and write stories shared with journal responses. Data collection will be completed by December 2025. We will begin data analysis in January 2026 seeking common themes and threads as related to evolved understandings of location, space, time, and sociality (Bruce et al., 2016; Lindsay & Schwind, 2016; Pino Gavidia & Adu, 2022). We will complete data analysis by March 2026. We seek to dismantle barriers and name systemic issues that IwD have and may encounter when seeking a career in performance by sharing author one’s experiences.Word Count: 400