The purpose of this study was to analyze physical education teacher education faculty members and undergraduate students' perspectives on inclusion and social justice in Chile using a social constructionist lens as the theoretical framework. The participants were PETE faculty (n = 6) and students (n = 10) across three PETE programs in Chile. The research design was a descriptive multiple case study positioned using qualitative methodology. The primary data sources were individual semi-structured interviews with faculty, focus group interviews with undergraduate students, and document analysis of course syllabi across programs. To enhance the credibility of the study, triangulation of the different data collections sources was utilized in addition to member checking and peer debriefing. The qualitative data were analyzed using thematic analysis to draw on different themes capturing the perspectives on inclusion and social justice within the physical education Chilean curriculum. Findings were presented through themes and subthemes following each PETE program as a unit of analysis. Three major discussion themes are presented: (a) disability framed within a deficit model, (b) inclusive practice as pedagogical adaptations, and (c) inclusion as an ideology of sameness. In the conclusion, the researcher recommends increasing critical discourse on conceptualizations of disability is called for. Moreover, a call for extending discourse about adapted sports as the primary pedagogical practice toward inclusive physical education; and that is essential to embrace diversity through the recognition of multiple social identities and positionalities through the presence of Chilean students with and without disabilities. Lastly, four lines of inquiry are offered to continue the conversation about disability, inclusion, and social justice in Chilean physical education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]