Current federal mandates and policies have increased the focus on providing students with disabilities (SWD) a pedagogically appropriate learning experience (No Child Left Behind, 2001). Teacher education programs are attempting to provide all future teachers with experiences that enhance the pedagogical ability to teach students with a variety of needs. As such, the concept of motivation has been deemed a crucial aspect of effective instruction. Therefore, the purpose of this study was to examine the development of PTs during a semester adapted physical education course, from a self-determined perspective. Two intact adapted physical education classes (N = 46; Male = 25, Female = 21) were utilized. Data were collected using qualitative measures of scenario responses, reflections and peer observations and analyzed using the constant-comparative method (Strauss & Corbin, 1990). Findings indicated PTs followed a chronological progression focused on providing students a positive learning context and task variety. Results support the need for increased time within practicum experiences and reinforcement/infusion of common pedagogical principles throughout teacher education programs.