Preservice teachers have indicated that they are somewhat less comfortable working with students with disabilities. Research shows that curricular modifications in teacher education programs would enable preservice teachers to be more prepared for classrooms that include students with disabilities. Much of the work in teacher education dealing with preparing teaching candidates for working with students with disabilities has focused on attitudes and program revision. This paper is a preliminary look to determine the need for further study of anxiety levels of preservice teachers in physical education before and during lessons with students with and without disabilities. Preliminary findings suggest that more research is needed that focuses on preservice teaching performance and other outcomes in lessons with students with disabilities. Additionally, it is recommended that teacher education programs construct a systematic structure to track anxiety levels as they relate to teaching performance in clinical teaching experiences with students with disabilities. (Contains 2 figures.)