| Sumario: | The purpose of the present study was to explore self-reflections about the experiences of two faculty members with a special education background in a federally funded program at an urban university in order to advance the vocational training of individuals with developmental disabilities. The implementation of programs that provide education and training to adults with learning and intellectual disabilities has become popular in higher education. Nevertheless, few studies have explored the narrative of students and/or faculty in these programs. In the present study, we used narrative inquiry (Clandinin & Connelly, 1995) as the methodology to explore the moments of success, triumphs, tensions, and conflicts generated during the duration of the program. As such, we used narrative inquiry to live and relive the moments experienced by the co-principal investigators in the program. This self-reflective study illuminated what made the grant successful, examined the moments of tribulation, and offered insight into the promises of implementing such programs.
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