The quality and type of experiences emphasized within physical education teacher education (PETE) programs do impact novice physical education teachers' attitudes and behaviors toward teaching youngsters with disabilities (Hodge & Jansma, 1999). For example, Hodge and Jansma (1999) reported that both off- and on-campus practicum types promote favorable attitude change. However, on-campus practicum experiences improved attitudes significantly more than off-campus types. Along those lines, Hodge, Davis, Woodard, and Sherrill (2002) compared the effects of practicum types (off- and on-campus) on PETE students’ attitudes and perceived competence toward teaching youngsters with disabilities. They reported that there were no significance differences between off- and on-campus practicum types in influencing PETE students’ attitudes (Hodge et al., 2002). Most important, however, these PETE students’ perceived competence improved significantly from pretest to posttest under both practicum types. Recently, Hodge, Tannehill, and Kluge (2003) argued that an APE course coupled with practicum experiences (multiple teaching and interacting opportunities in structured, well-supervised, and success-oriented physical activity sessions) and self-reflective journaling promotes favorable attitudes, enhances competency, and provides a medium for PETE students to identify issues, address problems, and think critically about best practices for effectively teaching a diversity of youngsters with and without disabilities in physical activity contexts.Keyword(s): adapted physical activity, assessment, measurement/evaluation