The purpose of this study was to gain an understanding of the experiences of type 1 diabetics in physical education classes. In this study, we interviewed young type 1 diabetic adults and asked them to reflect on their school-based physical education experiences. An interpretative phenomenological analysis (IPA) approach was adopted to guide data collection, analysis, and interpretation for this retrospective study. Eight participants (ages 19 to 32) were enrolled in this study, and semi-structured interviews focused on their physical education experiences were the primary data. Transcribed interview data were analyzed using an IPA approach. Three interrelated themes emerged from the analysis process: (a) the (mostly negative) impact of physical activity in schools, (b) lack of education and understanding regarding type 1 diabetes, and (c) frustrations dealing with misconstrued expectations based on inaccurate beliefs. Themes depicted several barriers that type 1 diabetics face when accessing physical activity in physical education and their frustrations with the lack of education surrounding type 1 diabetes.