Directors of Student Teaching from teacher preparation programs across Canada were surveyed and then interviewed in follow-up focus groups to determine the opportunities and barriers they perceived during processes of placing pre-service teachers with disabilities into practicum settings. These data are interrogated within three theoretical frameworks about disability--the medical model, the social model, and the critical disability theory--to determine whether decision-making by Directors of Student Teaching reflects a predominant paradigm of disability. Deconstructions of the current concept of "teacher" are presented with reference to these three paradigms of disability.