This study compared the attitudes of preservice physical educators after field experiences in adapted physical education and also compared attitudinal changes between those with such field experiences and those without. Subjects (n=63) all received 8 weeks of adapted physical education classroom instruction. One-third then experienced an 8-week supervised field experience at the local state school. Another third received 10 weeks of supervised field experience in an inclusive setting at a local primary school. At post-test the state school group showed significant changes in the direction of improved self-concept and inclusion of students with mild-moderate mental retardation. Significant attitude changes concerning motivation for nondisabled students were found for the inclusion group. These students also disclosed some significant negative attitudinal changes at post-test, especially toward inclusion of students with emotional/behavioral disorders. Results generally support the value of field experience in adapted physical education. (Contains 15 references.) (DB)