This article discusses the findings from a small research project that sought the views of year two students undertaking Qualified Teacher Status (QTS) with a physical education specialism. The students gained experience of the learning needs of pupils with SEN within a half day placement over four weeks in a special school. A survey of their experiences of working with pupils with SEN was undertaken prior and after the placement within a special school to gauge how this experience impacted upon their confidence, skills and understanding. The ITE student’s positive attitude towards the placement was evident and this study raises questions about the delivery of SEN courses within Higher Education and the need to consider moving from a more theoretical stance to include practice based opportunities within special schools/provision