The aim of this article is to show that and how philosophy and philosophical thinking can be of relevance for the preparation of future professionals in adaptive physical activity. To this end we utilize philosophical insights from the human science perspective on two central issues, namely experience and intersubjectivity, which are weaved together in an analysis of a reflective journal produced by an adaptive physical activity student. More specifically, by drawing on phenomenological and pragmatist philosophy, we show how the meaning of adaptive physical activity--as adaptive--is created through a complexity of individual and shared meaning making processes between adaptive physical activity educators, students, and the people they meet in their practicum. Through this article, we will show how the human science perspective can provide tools to understand the students, their learning, and their involvement in the educational program.