Low skills in facilitating bodily exercise for student with special needs is alarming. Using predictive research design specifically regression analysis this study aimed to determine the significance of sports engagement and physical literacy as determinants to forecast skills in facilitating bodily exercise for learners with special needs. Involving 150 samples selected through purposive sampling technique, it was concluded that sports engagement and physical literacy significantly predict skills in facilitating bodily exercise for learners with special needs, but the inverse effect of sports engagement weakens the model’s strength, thereby only partly affirming the self-efficacy theory. Further research is recommended to replace the sports engagement variable with other factors to explain the remaining 47.6% variance in predicting skills in facilitating bodily exercise for learners with special needs, and qualitative studies may be conducted to identify potential replacement variables.