The introductory adapted physical education (IAPE) course is offered at most institutions of higher education; however, because there are no accepted national standards for this course, course content, instructor qualifications, and other factors tend to vary greatly. The purpose of this study is to describe instructor demographics, composition of course content, delivery methods, and other factors relating to the IAPE course. Data were collected over three semesters, with 74 instructors from 32 states participating in the study. All AAHPERD districts were represented, with the largest number from Central (28%) followed by Southern (26%), Midwest (23%), Eastern (15%), Southwest (4%), and Northwest (3%). Genders of respondents were 59% female and 41% male. The greatest percentage of participants was between 41 and 50 years of age (32%) followed by 51-55 years (13%), 36-40 years (11%), and 56-60 years (9%). Some 63% of respondents had doctoral degrees whereas 19% had master's degrees. With regard to specialization within the highest degree, 88% indicated having specialized. Those indicating a major concentration in APE represented 41% whereas only 5% indicated a minor concentration in APE. The two most commonly used textbooks in the IAPE course were: Sherrill (19%) and Auxter, Pyfer and Huettig (14%). Numbers of IAPE course sections taught per year were: one (49%), two (19%), and three (8%). Content of the IAPE course identified by percentages in descending order included: (a) inclusion (93%), (b) information on disabilities (92%), (c) simulations (92%), (d) federal legislative base (89%), (e) hands-on experiences with individuals outside public schools (88%), (f) hands-on experiences with individuals in public schools (88%), (g) disability sport opportunities (85%), (h) state legislative base (59%), and (i) case studies (58%). Number of hours required in hands-on experiences were: (a) 10-14 (30%), (b) more than 19 (22%), (c) 15-19 (19%), and (d) 5-9 (16%). Other course activities included essays on inclusion, lesson plans, and working with Special Olympics. Delivery methods by percentages in descending order were: (a) use of videos (82%), (b) speakers who work with individuals with disabilities (69%), (c) speakers with disabilities (58%), and (d) parents of students with disabilities (24%). Most instructors (59%) did not teach other APE courses. Journals pertaining to adapted physical education and percentages of respondents indicating their libraries had them were: Adapted Physical Activity Quarterly (70%), Palaestra (64%), Teaching Exceptional Children (62%), Perceptual and Motor Skills (42%), and Clinical Kinesiology (22%).Keyword(s): adapted physical activity, college level issues, physical education PK-12