["British Journal of Learning Disabilities, EarlyView. ", "\nABSTRACT\n\nBackground\nAcross Canada, people with an intellectual disability continue to face systemic barriers and inequities in employment. To raise awareness and promote change, a self‐advocate led participatory disability theatre project acted as both inquiry and advocacy.\n\n\nMethods\nGuided by the principles of Critical Disability Studies and Disability Justice, people with an intellectual disability, in partnership with Community Living Society, Massey Theatre, and UBC's Canadian Institute for Inclusion and Citizenship, developed and performed a disability theatre production, We Deserve to Work. This manuscript examines the experiences of self‐advocate co‐creators using focus group methods.\n\n\nResults\nSix themes emerged from the focus groups with self‐advocates: (1) Self‐Determination and Desire for Voice, (2) Emotional Journey of Participation, (3) Personal Growth and Learning, (4) Control of Narrative and Storytelling Power, (5) Advocacy Through Creative Expression, and (6) Building Community.\n\n\nConclusion\nTheatre has the potential to function as a powerful medium for learning, advocacy, and social change, particularly when accessibility is grounded in relationships, trust, and collaborative practices. Furthermore, positioning self‐advocates as leaders in initiatives that affect their lives and communities, alongside inclusive creative collaboration, can reshape public attitudes toward disability by highlighting it as a source of strength, expertise, and knowledge.\n"]