Open-ended admission policies to professional education programs, and particularly the admission of candidates with certain types of disabilities, have profound implications for teacher-education programs. Such policies and practices affect the entire educational community, including faculty members, university and faculty administrators, school partners, and pre-service teacher-education candidates. Through a case study of a specialneeds candidate in one pre-service program committed to equity, I analyze some of the particular stresses experienced by leaders in faculties of education who aim to exercise leadership in socially transformative ways. Les politiques d'admission aux programmes d'enseignement superieur professionnel, notamment en ce qui concerne les candidats ayant certaines deficiences, ont des implications profondes pour les programmes de formation a l'enseignement. De telles politiques et pratiques ont une incidence sur tout le milieu de l'enseignement: membres du corps professoral, administrateurs universitaires et de facultes d'education, ecoles partenaires et candidats a la formation a l'enseignement. Par le biais d'une etude de cas portant sur une personne ayant une deficience et un programme de formation a l'enseignement soucieux d'equite, l'auteure analyse certains des stress des decideurs qui, dans les facultes d6'ducation, cherchent a exercer un leadership en vue de transformer la societe. I am a feminist. As an administrator and professor in a pre-service teachereducation program, I have tried to live feminist principles through my teaching and administrative practices. In addition to all that is implied in the dictum that the private is public, this has required the active nurturing of learners so that they could develop their own distinctive voice as teachers, and the diversification of teaching practices and strategies to integrate a wider spectrum of race, class, and ability into the curriculum and teaching force. Having helped to frame the equity policy for my institution's faculty of education, I remain a proponent of equitable measures in education at all levels. However, one case during my administrative term crystallized for me, as for many of my peers, some of the limits of equity policies in teacher education. The experiences of one