The purpose of this ethnographic study was to understand the lived experience of a special education teacher, school administrator and father of a special needs child with Down syndrome. Autoethnography allows researchers to explore the overarching facets of social life, provide a snapshot of widely held beliefs, commonly practiced behaviors, and underlying cultural values. This particular autoethnography accomplished this by focusing on the following research questions: How has my son, born with Down syndrome, influenced my personal and family's lived experience, and how has my lived experience as the parent of a child born with Down syndrome influenced my professional role as an elementary school principal? Mezirow's (2000) transformational learning theory and Solomon's (2012) notion of vertical and horizontal identities as it relates to difference within families were used as theoretical tools of analysis. Chapters include the themes of who I thought I was, who I realized I was not, and who I have grown to become. Through a discussion of socio-cultural entanglements with notions of disability, the study concludes with implications for families, educators, school leaders, and others who engage with families experiencing difference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]