Despite wide use in adapted physical activity (APA) courses, disability simulations are heavily critiqued for not being culturally responsive and for perpetuating negative stigmas. The present study explored the extent to which critiques have been addressed. Specifically, we aimed to appraise the design of disability simulations. A convenience sample of 14 APA instructors were surveyed and 8 opted-in for follow-up, semi-structured interviews. Adopting a pragmatic, interpretivist lens, we critically evaluated course artifacts and instructors' descriptions of their assignments. Four assignment types were identified: evaluating accessibility of facilities, experiencing adaptations for activities of daily living, participating in disability sport, and practicing effective teaching modifications. While instructors agreed on a general definition of disability simulations, they were often hesitant to identify their assignments as such, especially disability sport-types. As teacher-researchers, who ourselves employ disability simulations in our courses, we confronted this ambiguity to explore implications for our teaching practices.