Schools are rapidly becoming a kaleidoscope of ethnicities and cultures represented by demographic changes in America's schools. As educators in this era of change, a unique opportunity exists to ensure quality physical education for all students. Culturally responsive practices in the classroom can assist in minimizing students' alienation as they attempt to adjust to the different "worlds" often represented in school. Davis (2006) and Cole (1995) espouse that the appearance of the classroom environment is an important factor in development and growth in student learning as well as preparing individuals from diverse backgrounds to be socially productive members of society. This observation is especially salient when considering that the physical education class environment differs from other classroom environments. Given this information, an appropriate question to pose is to what extent are educators paying attention to the "sights," "sounds," and "symbolism" found in the physical construction of their classroom environments? In other words, do they have their "S's in effect?" This article highlights ways by which physical educators can design their classrooms or gymnasiums to provide a more inclusive atmosphere for the myriad of learners who are entering their classes. (Contains 3 figures.)