The purpose of this study was to perform a qualitative analysis of university physical education (PE) teacher preparation students. The data for comfort level and knowledge of specialized equipment for teaching inclusive students in the general PE setting was assessed. Thirty-five students completed a questionnaire at the completion of their curriculum certification program. They were asked to rank their comfort level teaching students with various disabilities and their knowledge of modified equipment available for teaching these students. The results determined that more than 85% of students surveyed felt uncomfortable teaching inclusive students and possessed minimal knowledge of equipment available. Overall they stated having no or minimal experiences involving children with disabilities and the equipment that is available for instruction. Currently the program offers the minimal requirement for APE theory but few clinical experiences that involve actual children with disabilities and minimal access to the appropriate equipment used to meet the standard level required. From this, a follow-up program was implemented utilizing the appropriate specialized equipment in a newly developed APE laboratory. This lab setting provided pre-service PE and APE teachers a variety of supervised hands-on experiences. Local community children, inclusive and without disabilities, who are currently enrolled in our local public school system participated. The specialized lab was offered as an extension of the APE theory class required of our professional students. The participating children received quality physical activities supported by a one to one teacher to student ratio. Our pre-service teachers assisted with the planning, development, and instruction of the appropriate PE learning experiences. The students participating in this new lab setting were asked to complete the same questionnaire regarding comfort level and equipment knowledge at the beginning and at the conclusion of the class. The results demonstrated a significant increase in both their comfort level teaching as well as their modified equipment knowledge available for their future students in the general PE setting. In summary, by improving the lab facility and overall experience for the PE teacher preparation students, the program provided a higher quality education for these students and better prepared them for a positive teaching experience. The attitudes of our students and their accessibility to various teaching opportunities are vital to their success as future teaching professionals and the service they provide to children with disabilities. Keyword(s): adapted physical activity, curriculum development, professional preparation