In the context of uncertainty and ongoing reform of senior secondary education in Australia, this paper addresses inclusivity in the design and implementation of senior physical education (PE) courses. Critical analysis of course developments in two states in Australia; Queensland and Western Australia, demonstrates ways in which course design, school and teacher decisions can all have wide reaching significance for students' educational and vocational futures. Course developments in the two states are identified as pursuing inclusivity in different ways and as featuring significant flexibility in their requirements. Enactment of the embedded commitment to inclusivity and accompanying flexibility is shown to present considerable "scope for slippage" from the intentions embedded in the official course texts. It is argued that curriculum developers, teachers and researchers should continue to seek to disrupt processes of generation, maintenance and transmission of inequalities within and beyond PE. (Contains 9 notes.)