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Various self-concept frameworks constitute the important components of self-concept, with particular emphasis upon adolescence being a key developmental stage of self-concept. Physical activity (PA) has been found to reduce the elevated health risks identified with disabled children, through interventions that promote positive self-concepts. Special Olympics (SO) has been classified as the largest program to promote PA among disabled individuals. Yet, limited research has explored self-concept across multiple domains (i.e. home, school and SO) or from athletes’ perspectives. One method to enhance the understanding of self-concept among disabled athletes, is photo-elicitation interviews. This is a creative method, that can instigate discussions on sensitive topic areas. Therefore, the aim of the current study was primarily exploratory, investigating what makes Special Olympics ‘special’ to adolescents’ sense of self, through a mixed method deign. Participants’ (n=8) self-perceptions were measured via the Self-Perception Profile for Learning Disabled Students (SPPLDS) questionnaire and photo-elicitation interviews were used as a follow-up method upon 3 participants. Authentic behaviour dominated the home domain, yet also corresponded with SO and school friends. Stress was identified as factor within the school domain, which depicted a negative environment, however the social aspect of school was portrayed positively. Finally, SO was found to promote participants’ intrinsic motivation and social interaction. The results supported previous literature and provided supplementary evidence to the various self-concept models. These findings provide a basis for future research, to further investigate how the key elements exhibited across the three domains, affect specific components of self-concept. The implications of these results, led to the recommendation of SO clubs considering the importance of self-concept development, when implementing exercise programs