The relationships manifested between general physical education (GPE) teachers and students with disabilities within inclusive GPE contexts are multifaceted in nature (Block, 1996) with numerous contextual and teacher variables impacting attitude formation (Tripp & Sherrill, 1991). Relative to students with varied orthopedic disabilities, researchers (Blinde & McCallister, 1998; Lieberman & Webb, 1999; Webb & Jansma, 2000; Webb & Hodge, 2001) have found that contextual variables pertaining to peers, physical activities, and teachers have an impact on such students' attitudes toward their inclusion into GPE contexts. However, there exists a void in the research literature relative to the nature of the relationship between GPE teacher variables and students with varied orthopedic disabilities attitudes toward inclusive GPE contexts. Thus, as a means to address this void and to better understand the nature of such relationship, the purpose of this research study was to determine if there were correlations between selected GPE teacher variables (i.e., teachers' gender, number of years teaching physical education, and certification status) and students with varied orthopedic disabilities attitudes toward their inclusion in GPE contexts. Utilizing a nonrandomized purposive sampling technique via survey research methodology (Salant and Dillman, 1994), 77 GPE teachers across 35 school districts involving 254 students with varied orthopedic disabilities in inclusive GPE contexts participated in the research study. GPE teachers' context information was obtained via a one page demographic data form, which solicited information pertaining: 1) teacher's gender, 2) number of years teaching physical education, and 3) teacher's certification status. "The Individuals with Physical Disabilities Attitudes Toward General Physical Education Inventory" (Webb, 2000; Webb & Hodge, 2001) was used to collect data from students. Utilizing the Statistical Package of Social Science (SPSS 8.0, 1998), data were analyzed descriptively and via Pearson's Product-Moment Correlation (PPMC) analyses. Results from descriptive analysis revealed that of the 77 GPE teachers, 27 were males and 50 were females whose teaching experience ranged from 2 to 33 years, with a mean of 17.5 years. Relative to certification status, 60 GPE teachers held valid teacher certification in physical education, and 17 did not. PPMC analyses revealed positive relationships between GPE teachers' number of years teaching, certification status, and students with varied orthopedic disabilities attitude towards inclusive GPE contexts. Findings imply that as a means to successfully foster the inclusion of students with varied orthopedic disabilities into inclusive GPE contexts, such students should be taught by experienced and competent GPE teachers.Keyword(s): adapted physical activity, research, student issues