One of the most critical problems that has nagged special education for years is the success of our students in their postsecondary life. Students with mild disabilities who should go on to succeed in college or be gainfully employed instead have been shown to flounder. A critical component to succeeding as an adult is a trait called self-determination--knowing what one wants and how to get it. The research literature describes various ways that we can teach students to be self-determined, and our field has identified best practices in self-determination. However, we believed that the first step toward children with mild disabilities becoming self-determined individuals was understanding their own disability, and we wondered what teachers are actually teaching students about their own disabilities? This case study outlines how we designed a mixed-methods study utilizing a survey to answer that question. We explain why we chose a mixed-methods design, due to what we viewed as weaknesses in teacher perception surveys common to our field. We also discuss some real-world difficulties we encountered in having to work with two Institutional Review Boards (IRBs), how those difficulties impacted publication, and how we successfully addressed the problems. [This content is provided in the format of an e-book.]