The integration of students with disabilities in regular physical education classes parallels public laws and societal trends of deinstitutionalization, normalization, mainstreaming, and inclusion. Attitudes that result in the behavior that physical educator's demonstrate as they teach students with disabilities are a critical component of the hidden curriculum in public schools. The hidden curriculum affects learning and contributes to the socializing functions of the school and society. If attitudes and behavior were not such a central concern affecting successful integration of students with disabilities into regular physical education classes, than why have more than thirty years of public laws and social movements been necessary in order to guarantee rights of students with disabilities to receive an education with peers that do not have disabilities? The study of attitudes and predicting teaching behaviors related to students with disabilities in physical education may provide information about teacher and student behavior and the redesign of curriculum in public school physical education. To ignore attitudes of physical educators toward teaching students with disabilities is tantamount to academic negligence. This presentation will identify variables that affect attitudes of physical educators toward teaching students with disabilities in regular classes and offer strategies for attitude change. Keyword(s): adapted physical activity, assessment, measurement/evaluation