Academic learning time in physical education (ALT-PE) has been studied extensively as a measure of students' achievement. The more time the students are engaged in activities appropriate to their skill level, the greater the learning (Beckett, 1989; Silverman, 1985; Silverman, Devillier, & Ramirez, 1991). Academic learning time of students with disabilities has also been studied for several years. These studies have shown that the academic learning time levels of students with disabilities tends to be lower than their non-disabled peers (Vogler, van der Mars, Cusimano, & Darst, 1992; Temple & Walkley, 1999). DePaepe (1985) indicated that the use of peer tutoring has helped increase academic learning time levels of students with disabilities. The purpose of this study was to examine the effects of peer tutoring on the academic learning time in physical education of students in an elementary inclusive setting. The following questions guided this investigation: a) Is there a difference in the ALT-PE levels of students with visual impairments and targeted students in physical education classes?, and b) Will the ALT-PE levels of the students with visual impairments and the targeted peers change as a result of peer tutoring in physical education classes? In order to address this purpose, a single subject design, specifically an A-B-A withdrawal design was used. The ALT-PE Observation Instrument was used to code the ALT-PE levels of the targeted students during the three phases of the study and a peer tutoring program was implemented as an intervention. Visual analysis was used to inspect and interpret ALT-PE data paths across subjects. Friedman's Test was used to compare observations repeated on the same subjects across the phases. The test statistics of Chi Square showed a difference between levels of motor appropriate that were significant among the students (high skilled, low skilled, and students with visual impairments) and demonstrated that the motor appropriate intervals changed significantly across the phases (first baseline, intervention, and second baseline) of the study. Keyword(s): adapted physical activity, elementary education