The factors that influence prospective teachers and coaches decisions to enter into their profession are of great importance to sport pedagogy researchers. There have been many attempts to describe the process of occupational socialization into the field of sport teaching and coaching (Curtner-Smith 1999, 2001; Lawson, 1991; Stroot, 1993; Templin & Schempp, 1989). Despite the interest in occupational socialization in teaching and coaching more research is needed within specific contexts and sub-cultures. The occupational socialization process of adapted sport coaches has not been fully explored. The purpose of this study was to explore the occupational socialization of an expert wheelchair rugby coach. The participant was selected based on the following criteria: a minimum of ten years coaching experience, 70% or greater win/loss record or playoff title (conference, regional, national or international), and formal recognition of quality instruction. Life history data was collected about occupational socialization utilizing formal and informal interviews, observations and field notes during the 2006-2007 season. All the data were transcribed and analyzed for themes about the process of occupational socialization utilizing Huberman and Mile's (1995) four-stage analysis as a guideline. Triangulation and member checks were utilized to ensure the trustworthiness of the results. Results indicated that acculturation led the expert wheelchair rugby coach to enter into a formal education program (therapeutic recreation). Within his professional socialization, he gained background knowledge regarding various disabilities and furthered his knowledge of coaching by playing and observing his own coaches. In his organizational socialization he found it challenging to design and set up a wheelchair sport program. However, previous internship experience played a vital role in aiding him to be successful although the heavy work load served as a reality shock. A variety of influential factors appeared through his occupational socialization. Based on these findings it is recommended that adapted physical education and coaching programs should be content and context specific, that the period of apprenticeship of observation and learning should be ample in order to understand how to relate with people with disabilities, that the environmental variables in workplace should be addressed because disability sport settings are unique and relatively hard to access, and that a post-induction service should be established to develop coaching in wheelchair sports because there are so few coaches in the field.