The purpose of this research was to closely evaluate the effect of the adapted physical activity volunteer program on the physical education (PE) undergraduate student participants’ perceived value of physical activity for people with disabilities, attitudes, and teaching strategies. Research participants were five PE undergraduates of ‘A’ university with experience in integrated education at their middle school or high school. These students participated in the adapted physical activity program of ‘A’ university as volunteers for 32 weeks. This research collected the participants’ weekly reviews of the volunteer activity, the researcher’s observation journal, and data from intensive interviews. The conclusive results were devised using a qualitative analysis as follows. Participation in the adapted physical activity program had the following effect on the undergraduate students of PE: (1) Their perception of physical activity for people with disabilities transformed from initial indifference and negative prejudice to recognizing the value and necessity through experiential understanding acquired during the process of the program. (2) First hand experience changed the participants’ stereotypical assumptions to understanding and awareness of the characteristics of people with disabilities. Their changed perceptions were reflected in the positive development of their attitudes and strategies for teaching physical activities to people with disabilities.