In this paper, presented at the 2022 H-Net Teaching Conference, I describe how I teach undergraduate students about disability in music through what I call disclosure-oriented pedagogy. This practice involves demonstrating cross-historical comparisons between my lived experiences of disability and the representations of disability in 19th-century musical works. I’m a disabled independent scholar with multiple sclerosis (PhD, Musicology, Cornell, 2014). I’m unaffiliated due to my disabilities, but I often give guest lectures in university music courses in which I implement my disclosure-oriented pedagogy. This form of pedagogy, as I suggest in my paper, can make the course material more memorable, relevant, and connected to social justice. In the opening section of this paper, I situate my pedagogical theories in the context of current literature about self-disclosure in the classroom. I then offer case studies of how I incorporate disclosure-oriented pedagogy when teaching Beethoven’s String Quartet in A Minor, Op. 132, and Berlioz’s Symphonie Fantastique. My paper concludes by summarizing the benefits, but also the potential risks and limitations, of my disclosure-oriented pedagogy.