Early childhood teachers saw PPCD (Preschool Programs for Children with Disabilities), but I saw a child who knew much more than what he could express. I had no knowledge of Special Education prior to my son, but recall my very first ARD meeting of intimidation and really no explanation of this whole process. I sat on one side of the table, the school staff sat on the other; I was given a large stack of papers to sign and was told my son was in good hands. Two weeks went by and I decided to pay a visit to my son’s classroom. I was excited to see him in school and with his classmates learning. Unfortunately, when I arrived to his classroom I was in utter shock, almost disbelief because there he just laid on a bean bag (obviously placed in a classroom of students with severe disabilities). Instantly, something began to stir in my being because this was not the type of learning environment I had envisioned for my son. I did not anticipate having to advocate for appropriate education services, but there I was writing a letter to the principal expressing my concerns. Although back then I was not familiar with educational terms, but what I had….as I know now was data on my son’s various skills and abilities he demonstrated at home. Needless to say, his placement was changed to a Life Skills class and they (teachers) learned his shyness hindered the assessment results. In closing I share one of my life lessons, “If someone feels the need to advocate, then that means there is some level of distrust”.