Graduation date: 2006The purpose of this study was to examine the effects of a disability awareness unit implemented into secondary level physical education curricula, on acceptance and knowledge of students without disabilities. One hundred twelve students in the 7th and 8th grades participated in this study. Predetermined classes of students were randomly assigned to either experimental group one, experimental group two, or a control group. Group one participated in a week long disability sport awareness unit in physical education, while group two participated in a week long disability sport plus stigma sensitivity awareness unit in physical education. The control groups participated regularly in their schools’ physical education curricular units. General acceptance increased significantly from pre to post-test scores for both experimental groups one and two. Control group male post-test scores differed significantly from experimental group one male scores. Acceptance of inclusive physical education showed no statistical significance from pre to post-test scores for any group. Knowledge increased significantly from pre to post-test scores for both experimental groups one and two, and within male and female students for both groups. Experimental groups one and two were both statistically different than the control group for knowledge; however, no difference was found between experimental groups one and two or between genders. Retention tests were also given to measure student retention of general acceptance and knowledge three weeks after the disability awareness units were completed. In terms of general acceptance, the disability sport group and the disability sport plus stigma sensitivity group both showed no significant differences from post-test scores to retention test scores, with groups not significantly different between one another. When looking at knowledge retention, the disability sport unit and the disability sport plus stigma sensitivity unit both showed significant decreases from post-test scores to retention test scores. The present study contributes information about the positive impact disability awareness can have on students without disabilities, as well as the long-term implications of awareness and knowledge retention. Future disability awareness units should be infused within multiple academic areas, including physical education. Disability awareness should also be revisited and taught throughout the school year, to have continued impact on students without disabilities.