Sport Education is a curriculum model designed to provide authentic sport experiences for all students through six key features; seasons, team affiliation, formal competition, record keeping, festivity, and culminating events (Siedentop, 1994). Sport Education has proven successful in increasing engagement, effort, enjoyment, independence, motivation, physical skill, decision-making, tactical understanding, and cooperative behaviors of students without disabilities(Wallhead & O'Sullivan, 2005). Although these increases are evident as examined through race, gender, socioeconomic status, and age, no research to date has examined the impact Sport Education has on students with disabilities. Furthermore, Ponchillia, Armbruster, and Wiebold (2005) point out engagement opportunities in sport and physical activity are particularly limited for individuals with visual impairments. The purpose of this study was to determine the effects of a Sport Education curriculum on individuals with visual impairments attending a sports camp. Participants were 28 individuals ages 10-22 years. Data collection included pre and post questionnaires, individual and group interviews, and field observations. A modified version of The Sports Camp Evaluation Instrument (SCEI) was used as the pre questionnaire to measure sports knowledge, skills, attitudes, and degree of participation in sports activities (Ponchillia, Armbruster, & Wiebold, 2005). The Physical Education Season Survey as modified by Hastie and Sinelnikov (in press) was used as the post questionnaire to measure the participants' perceptions of Sport Education. To assess the effectiveness of the Sport Education Model, a series of one-way repeated measure analysis of variance (ANOVA) were conducted. Interviews were tape-recorded, transcribed, and analyzed qualitatively using an inductive analytical strategy. Multiple researchers independently coded the interview data to establish trustworthiness. Results indicated that statistically significant increases occurred. Specifically, participant's perception of their sports knowledge and abilities increased by 69%, enjoyment and participation increased by 14%, and team affiliation increased by 30%. The results indicated the implementation of the Sport Education model was effective in providing an authentic sport experience for students with visual impairments. This was evident through the increase in participants' self perception of their knowledge and abilities in various sports, their willingness to participate, team affiliation, and enjoyment in the festivities and culminating event. The findings suggest that Sport Education has the potential to facilitate successful inclusion while providing opportunities for individuals with visual impairments and children with disabilities to reap the positive benefits of Sport Education.Keyword(s): adapted physical activity, physical education PK-12