The purpose of this survey was to solicit information from practicing physical education teachers in Indiana, Kentucky, and Ohio about teaching students with disabilities. Surveys were mailed to 200 randomly chosen regular physical education teachers in each state, and included twelve questions, such as: 1) What training did the physical education teacher have in adapted physical education? 2) How involved was the physical education teacher in the IEP process? 3) How much did they collaborate with the special education staff? 4) What support did the physical education teacher have available to him/her, in terms of educational aides and peer teachers? Sixty-three percent of the surveys were returned and the collected data was analyzed using categorical data (frequency tables, percentages). Two of the most important results of the survey analysis included: 1) 73% of physical education teachers have taught students with disabilities in inclusive settings, with 25% of them receiving no support when teaching those students, and 2) 55% of physical education teachers do not participate in the IEP process, either because they have never been asked, are never told when the IEP team meets, or the IEP team meets when they are teaching. Several recommendations emerged from the evaluation of the surveys. A primary recommendation was that physical education teachers need to collaborate more closely with the IEP team members and advocate for more support when teaching students with disabilities. Physical education teachers also need to take a more active role in the IEP process, starting with the initial assessment and following through with writing physical education IEP goals. Students with disabilities will continue to be included in the regular physical education class. To accomodate those students and provide a quality program physical education teachers need more training and support to become full members of the IEP team and work more collaboratively with the special education staff. When this occurs physical education teachers will be able to offer the best possible program to all of their students- including those with disabilities. Keyword(s): adapted physical activity, professional development