The purpose of this research focused on two distinct questions. First, what were the frequencies and types of social interactions of a 4th grade student with a disability (a child with muscular dystrophy who uses a wheelchair) in a general physical education (GPE) class? Second, what was the engagement of this student with a disability in a GPE class as compared to a randomly selected classmate without a disability? The research method was a case study involving systematic observation of six videotaped class sessions of a developmental volleyball unit in this student’s GPE class. Social interactions of the student with a disability as well as a randomly selected classmate without a disability were examined using categories that have been validated in the research literature. Categories included with whom the child interacted (e.g., classmate, teacher), types of interactions (e.g., assistive interaction, complementary interaction, parallel interaction, dispute interaction), and interaction styles (e.g., verbal contact, physical contact) (Grenot-Scheyer, 1994; Strain, 1984). The ALT-PE coding system developed by Siedentop, Tousignant, and Parker (1982) was used to analyze student engagement time. Results regarding social interactions revealed that the student with a disability interacted with an assigned peer tutor to a greater degree than with his classmates (M = 568 seconds compared to 156 seconds). The student also had minimal interaction with his GPE teacher (M = 37 seconds). Types of interactions were mostly as a member of a group (M = 47% of total interactions) and assistive interaction (M = 56% of total interactions). Interaction style was mostly verbal contact (M = 75% of total interactions) and eye contact (M = 78% of total interactions). Analysis of ALT-PE data revealed that the student with a disability was engaged in motor activity 42% of the observed intervals. The percentage engagement of his classmates ranged from 45 to 52. It is important to note that part of the motor engaged time for the child with a disability included modified activities to meet his motor needs. Due to the support of the peer tutor, the student with a disability did not have higher waiting time than students without disabilities. Findings suggest that the child with a disability was not isolated from his classmates and had numerous opportunities for social exchanges and skill practice (modified to his unique needs) in a GPE class with only the support of a classmate serving as a peer tutor.Keyword(s): adapted physical activity, elementary education, research