This paper explores physical education (PE) teachers' views of the inclusion of pupils with special educational needs (SEN) in PE from a figurational sociological perspective. Starting from the premise that teachers' views cannot be adequately explained by studying the concept of inclusion or the teacher in isolation, it is argued that we can only begin to make sense of such views by locating teachers within the figurations of which they are a part and by exploring two particularly salient features of those figurations: namely, teachers' habituses and contexts. In doing so, the paper focuses upon the training teachers receive, the constraints imposed upon them by their colleagues and pupils, and, most importantly, the suitability of the National Curriculum for meeting the needs of pupils with SEN. The paper concludes by highlighting some of the unintended consequences of the inclusion of pupils with SEN in PE.