The purpose of this research was to examine the influence of a disability sport curriculum on students' perceptions towards individuals with physical disabilities. Three fifth grade physical education classes (n=40) participated in seven disability sport lessons that included goalball, sled hockey and sitting volleyball. Data collection included focus group interviews and surveys to gain insight into the effectiveness of the sports in shaping perceptions of disability. An inductive thematic analysis was conducted on the qualitative data. Quantitative findings revealed little change in students' perceptions of individuals with physical disability. Qualitative data supported the qualitative findings in demonstrating the limited appreciation of the sports and a devaluing of the sport experience. The results support a critical analysis of curriculum and pedagogical practices that underscores the importance of discussing skill differences and the construct of ability in order to bring a deeper meaning to the disability sporting experiences. Recommendations include the need for teachers to become familiar with the skills necessary to play disability sports in order to provide their students with a more diverse perspective.