Although IDEA guaranteed students with disabilities a right to physical education, it did not define "qualified" in terms of who should provide physical education or in terms of what would be reasonable parameters for quality instruction such as caseloads, class sizes, or the amount of instructional time provided. This study was designed to investigate the caseloads, service delivery modes, and instructional time allocations for adapted physical education instruction provided by certified adapted physical educators (CAPEs). A web-based survey was used and had a 77% return rate. The participants were a national sample of 139 CAPEs, 100 females and 39 males, representing 31 States. The mean age of the teachers was 41.2 years (range: 23-61). All the teachers reported having a bachelor's degree, 83% had a master's degree, and 3% had a doctoral degree in physical education or a related field. The sample had a mean of 13.7 years teaching experience in general physical education and a mean of 11.4 years teaching experience in adapted physical education (APE). The majority of the sample reported serving multiple education levels with 39% reporting working at the preschool level, 86% at the elementary school level, 70% at the middle/junior high school level, and 70% at the secondary/high school level. Analysis of the data revealed that the sample was contracted to work for an average of 37.9 hours a week, but typically worked 41.2 hours per week. Within their typical work week the CAPEs spent 52.3% of their time providing direct instruction, they actually did the teaching, and 13.8% of their time providing indirect instruction, consultation to others who actually provided the instruction, services to students with disabilities on their caseload. Their remaining time was devoted to administrative responsibilities (13.3%), non-APE teaching responsibilities (13.1%), and other responsibilities (5.6%). The CAPEs reported a mean caseload of 50.5 students, providing on average direct services to 41 students and indirect services to 9 students. In regard to instructional time provided to students with disabilities, the CAPEs reported providing a mean of 49.3 minutes of direct instruction and 66.4 minutes of indirect instruction to the students on their caseloads per week. These findings indicate that CAPEs have extremely high caseloads and as a result the students they serve are receiving only a minimal amount of instruction. The findings will be discussed in terms of the implications for public policy and for the preparation of future adapted physical educators.Keyword(s): adapted physical activity, advocacy, physical education PK-12