In the UK, there remain continued questions related to how best student-caches learn (Stoszkowski & Collins, 2018). The
purpose of this study was to investigate the perceptions and experiences of 17 student-coaches in a UK Higher Education
Institution (HEI) Sport Development and Management department. The student-coaches were enrolled on a sports coaching module of one academic year length that incorporated an on-site disability sports programme comprising of 14 sessions. The student-coaches gave their reflections after each session, and took part in an end of academic year focus group. Using an inductive, interpretative methodological approach, the findings revealed that the student-coaches felt that the disability sport sessions were an authentic learning space within which to improve, and that taking part in experiential, practical sessions enhanced their learning. The implications for this are discussed within the paper.