Abstract: This research project examined the phenomenon of teaching adults with disabilities in the postsecondary setting, focusing specifically on the personal experiences of faculty members. The study acknowledges an increased number of students with disabilities entering the postsecondary education environment, leading to more interaction between adult students with disabilities and faculty members. This phenomenological examination of faculty experiences sought to answer the following research questions: (a) how do faculty members describe their lived experiences teaching adults with disabilities in the postsecondary education setting and (b) what positive or negative experiences have postsecondary faculty had with providing accommodations, modifying instructional practices, classroom structure, and establishing communication with adult students with disabilities. Data collection involved the purposeful sampling of twelve higher education faculty, who through this qualitative research project revealed their in-depth personal experiences teaching adults with learning, physical and emotional disabilities. Two comprehensive interviews were conducted along with completing a Critical Incident Questionnaire on a positive or negative event that occurred during the teaching experience. The essential steps of phenomenological analysis were employed and the essence of the teaching experience revealed that all twelve participants had a 'Disability Response and Action' to the teaching situation put before them. The findings further indicate three stages of experiences that encompass the Disability Response and Action: Discovery of Disability, Realization and Reality, and Reaction and Results. These stages explain extensively the professional dilemmas, both positive and negative that faculty participants felt while teaching adult students with disabilities in the postsecondary setting.