This study was conducted to examine the influence of a university physical education program on the volume of physical activity in male university students with disabilities. Three university freshmen who attended a health-related physical activity program (adapted course) participated in the study. Student A had diseases of the internal organs and a disabled right leg, student B had chronic nephritis, and student C had a chronic herniated intervertebral disc. As well as guidance or lectures, each class involved recording of attendance and measurement of body weight and fat (10 minutes), an assignment based on behavioral sciences and reflecting on a one-week self-monitored physical activity record (20 minutes), sports activities (45 minutes; e.g., boccia), and documenting the sports activities peformed (5 minutes). Students attending a class were challenged with two types of assignment. One was a class-practice assignment that included a component on behavioral sciences. The other assignment involved self-monitoring of a physical activity record for one week. In general, a tendency for an increase in the number of steps counted by a pedometer was observed throughout the 13 classes. Furthermore, self-efficacy and decisional balance for exercise also improved between pre- and post-attendance. Based on these results, it was concluded that the physical education program had a positive influence on the volume of physical activity of university students with disabilities.