There is concern associated with the use of "labels" as stereotypes when applied to individuals with disabilities. Labeling or categorizing people, because of the association with language, represents a cognitive structure that contains the perceiver's knowledge, beliefs, and expectancies about a group of people. Labels are linked to the medial model of disability, founded in positivist science and support the notion that difference must be stigmatized. Changes in terminology occur frequently and many professionals believe we should abandon the use of labels altogether. We are still a long way off from any type of consensus on this issue. The potentially adverse effect of labeling was originally identified in the work of Wolfensberger (1972) and is grounded in the work of Foucault (1970) and the theory of how we form categories. Labeled persons are often objectified, and commodified, assuming a homogenous group while ignoring individual diversity and personal assets. This study investigates the effects of labels on preservice physical educators by asking them to respond to an attitude questionnaire. The results of this study will be presented relative to the notion that we create "disability" by making rules in physical activity as to what constitutes deviance in our programs, and then by applying those rules to specific people through the use of labels, thus "disability" in reality becomes a consequence imposed by others. Keyword(s): adapted physical activity, assessment, measurement/evaluation