Currently, there is a gap in knowledge regarding the learning and professional development processes that preservice teachers experience when engaged in community service-learning (CSL) programmes. This study examined the experiences of physical education preservice teachers (PEPSTs) in a CSL programme embedded in an undergraduate course to explore its influences on their understanding of disability and their learning of how to teach students with disabilities (SWDs). A qualitative intrinsic case study driven by an interpretive perspective was undertaken to describe and understand the PEPSTs' experiences in the semester-long programme. Ten (two females, eight males) preservice teachers' experiences were captured using semi-structured and face-to-face interviews, reflective journals, visual artefacts, and field notes. Three themes emerged from the thematic analysis: "challenging but fulfiling experiences, uncovering the qualities and roles of teachers, and transforming perceptions of disability and teaching." Participants perceived the CSL programme as supporting their learning of disability and the teaching of SWDs because it enabled them to learn in real-life settings. The study findings suggest that participation in socially situated practices of teaching (e.g. APE) may promote teachers' learning to help them make sense of teaching SWDs in physical education.