The purpose of this study was to investigate what adapted physical activity (APA) students learn form their practicum experiences. One cohort of APA students participated, and data were generated from an action research project that included observations, reflective journals, and a focus group interview. The theoretical framework for the study was Dewey's and Wackerhausen's theories if reflections. The findings show the objects of student's reflections, the kind of conceptual resources they draw in while reflecting, and their knowledge interests. In addition, two paradoxes are identified : the tension between reflecting from and on own values, and how practicum as a valued experience of reality can become too difficult to handle. In conclusion, we reflect on how practicum learning can be facilitated.