The purpose of this study was to examine the knowledge and attitudes of physical education undergraduate students towards children with special needs. A questionnaire of seven questions was submitted to 140 physical education students. Questions concerned the knowledge about the different kinds of disability, the acceptance of children with special needs in regular classes, the willingness of PE students to work with children with special needs, the objective of special education, and the sources of information about the topic. Results showed that mental retardation was recognized by the highest percentage of students, however, mental retardation was often confused with the general issue of special needs. Disability was correlated with the need for education in special schools. The partial awareness about special needs is related to the moderate willingness of the PE students to work with children with disabilities in their classroom. Assigning children with special needs to regular classes was not yet a familiar issue, due to insufficient information from popular sources. The findings of the study suggest that the limited awareness about schools, special education and integration cannot be dealt only with university efforts. Systematic information and interaction is needed in order to improve the knowledge and attitudes towards children with special needs. (Contains 1 table and 1 figure.)