The aim of this case study was to compare how confident trainee and qualified teachers feel to adapt PE for children with SEND. A primary school and a university in the south of England were chosen and investigated through questionnaires, interviews, and field notes. The research found that experience plays a key role in confidence level, and it was clear that trainee and qualified teachers felt that university/other teacher training did not prepare them to teach inclusive PE. The research concludes by highlighting the pedagogies used by teachers to include children with SEND in PE.