The purpose of this study was to obtain demographic information about introductory adapted physical education (IAPE) course instructors. This study was part of a larger research project in which students of the course instructors completed questionnaires regarding their attitudes toward teaching learners with disabilities. Participants represented 43 institutions of higher education and were from 22 states and five AAHPERD districts. Gender composition was over two–thirds female and less than one–third male. Over half the sample was between 41 and 50 years of age. Some 36% of the sample specialized in APE for their major concentration and 4.5% specialized in APE and motor development or pedagogy. Number of graduate courses taken in APE ranged from 0–30. Almost 30% of the sample had taken no graduate courses in APE. All instructors had hands–on experience with individuals with disabilities. Over 80% of the sample had attended presentations about learners with disabilities and 55% presented information regarding learners with disabilities. Less than one–third of the sample belonged to their state HPERD associations whereas 75% belonged to AAHPERD. Over 45% of the sample indicated their state had either licensure or endorsement in APE. Over half reported their state HPERD associations had a separate APE section or division; only 15% reported their states had separate APE conferences. All of the sample enjoyed teaching the IAPE course at least sometimes. When major concentration was blocked by presenting information about students with disabilities, the chi square analysis indicated a significant difference among groups, with APE being significantly higher than other major concentrations [Χ2 = 40.43(22); p = .009]. When degree was blocked by presenting information about learners with disabilities, results of the chi square analysis indicated that instructors with the PhD presented significantly more than instructors with the EdD and master’s degrees [Χ2 = 7.73(39); p = .05]. Based on the demographic data and results of chi square analyses, it is concluded that IAPE course instructors with APE concentrations in their graduate work or with the PhD tend to present more about learners with disabilities. The fact that almost one–third of the sample had no graduate course work in APE is disturbing and leads to the conclusion that graduate course work in APE has little bearing on who teaches the IAPE course in colleges and universities. Further research needs to examine content of the IAPE course itself and relationships between instructor and IAPE course demographics to attitudes of their students toward teaching learners with disabilities. Keyword(s): adapted physical activity, college level issues, professional preparation