The purpose was to examine general physical education teachers at the secondary level to determine their views and practices relative to inclusion and their interaction patterns with those students who had severe disabilities in their classes. Participants were two experienced general physical education teachers at two separate suburban high schools. Research method was descriptive qualitative (Bogdan & Biklen, 1992). To enhance data triangulation both quantitative and qualitative data were collected from eighteen videotaped lessons using a systematic observation instrument, live nonparticipant observations, journaling, stimulated recall sessions, and interviews. Descriptive statistics and thematic narratives were used to present findings. Findings indicated that these teachers expressed mostly favorable views about inclusion and teaching students with disabilities in their general physical education classes. In contrast, both teachers were of the view that for some students, particularly those students with severe disabilities, including them into general physical education classes may be an inappropriate practice. On the whole, the most frequent teacher behavior exhibited by these teachers toward students with severe disabilities was verbal communication. These teachers regularly give feedback and verbally interacted with those students who had severe disabilities in their classes. However, despite their generally favorable support of inclusion, these teachers felt ill prepared to effectively teach students with severe disabilities. They rarely used adaptive equipment, modified instruction, used supports, or physically interacted with those students who had severe disabilities in their classes.Keyword(s): adapted physical activity, high school issues, professional preparation