Significance: Social inclusion is the willingness and capacity of mixed ability students to engage in meaningful relationships (Place & Hodge, 2001; Sherrill, 2004). In order to encourage social inclusion, educators should strive to create and foster environments that facilitate appropriate behavior, accommodate differences in learning, collaborate, and create a sense of belonging for all students (Jubala, Bishop and Falvey, 2000). In the physical education setting, this teaching and learning process is affected by instructional strategies, curriculum, support, and the overall learning climate of the classroom (Suomi, Collier and Brown, 2003). The purpose of this study was to examine the collaborative instruction between adapted and general physical educators that promote social inclusion. A secondary objective was to describe teacher behaviors and instructional actions that facilitate effective inclusion. Design: Three physical education teachers and an adapted physical education teacher at the high school level were selected as subjects of study (Patton, 1990). A multi-method approach to data collection was utilized which incorporated observations, interviews and documents. Observations occurred in 20 high school physical education classrooms over 12 weeks that included an adapted physical education teacher, at least one of the general physical education teachers, and students with and without disabilities. In addition to the classroom observations, field notes included anecdotal observations within the locker room and the teachers' office. In-depth, semi-structured interviews were conducted throughout the semester with each of the teachers. Informal interviews were conducted before and after classes as a way to clarify learning goals. Focus groups interviews were also conducted with several of the students. Documents collected for review included the curriculum, lesson plans, assessments and email correspondences between the researcher and the teachers. The constant comparative analysis of data management, reduction, and the development of coding categories was used in the preliminary analysis (Miles & Huberman, 1994). Results: Three primary themes emerged: collaboration occurred through on-going and shared experiences between the teachers, general physical education teachers' flexibility with the curriculum expectations, and both the general physical education teachers and the adapted physical education teacher shared responsibility for working with students with disabilities. Recommendations include pre-service and in-service training on the significance of collaboration and the skills needed to facilitate effective inclusion. Keyword(s): adapted physical activity, physical education PK-12, professional preparation