Significance: Increasingly, students with disabilities are being educated in inclusive settings. Critical to their success are the attitudes and perspectives on disability teachers maintain as they regard the learning abilities of their students. The purpose of this study was to investigate the use of case studies as an instructional tool in adapted physical education courses for preservice and inservice teachers. Case studies are useful for providing a contextual basis for teaching and are appropriate when maximum information is needed about a subject. Design: Two university settings were the site for the study. The first site included an undergraduate class in adapted physical education and the second site included a graduate level course in adapted physical education. The same professor taught both classes. At the start of each semester, students were administered the Physical Educator’s Judgments About Inclusion (PEJI) instrument to gain evidence of perspective on disability. Throughout the course, students analyzed the particulars of individual students with disabilities based on the specific setting of the ecology of the gymnasium through case-study method. Students created scenarios of classroom situations, described the student and their disability, developed goals and assessments, wrote and taught lessons, and presented their case to other classroom members through a PowerPoint presentation. Upon completion of the course, students were again administered the PEJI instrument to measure post course differences and changes in perspective. Students were also interviewed using a short answer questionnaire and samples of the case study work were copied for document analysis. The collected data from questionnaires were analyzed using descriptive statistics. Other documents, including interviews and course work were analyzed inductively using constant comparison methods. Results: The findings suggest differences between undergraduate and graduate experiences utilizing case studies. Undergraduate students with little or no experience experienced difficulties constructing and developing student scenarios. Survey data indicated students had limited knowledge of disability and difficulty considering students with disabilities participation in regular physical education class. Graduate students found case studies effective for understanding the totality of the teaching experience, including writing specific goals and making adaptations and accommodations in their teaching. Graduate students were able to use "real" students as subjects, accessing readily available supports and services within their respective schools. Post class data from surveys and interviews suggest that both groups of students felt more competent teaching students with disabilities in physical education. Furthermore, graduate students expressed the need for additional training. Keyword(s): adapted physical activity, diversity, professional preparation