The aim of this study was to compare the effects of inclusion education programs with special education programs on physical fitness levels of mentally retarded children (Cuckle,1999; Beets, 2005). Sixty-nine mentally retarded elementary school students were participated in the study. Thirty-four children with the mean age of 12.3±2.4 were taking inclusion education program with normal children. Thirty-five children with the mean age of 12.1±1.8 were taking education separately in special class. Balance tests, grip strength and Brockport Physical Fitness Test (BPFT) were used in order to evaluate the physical fitness levels of these children (Winnick,1999). Mann Whitney U test was used for statistical analysis (SPSS 10.0 for Windows program). Physical fitness parameters; 20 m shuttle run, push-up, trunk lift, vertical jump and balance test scores were significantly lower in children in special class (p<0.05). There were no difference in BMI, calf skinfold thickness, grip strength in dominant hand, sit&reach test and modified Apley test (p>0.05). The physical fitness level were better in mentally retarded children who take education with normal children together. It is better for mild mentally retarded children to take education with healthy peers. Keyword(s): adapted physical activity, exercise/fitness/physical activity, measurement/evaluation