The paper is intended to help teachers and administrators understand the comprehensive nature of a physical education program for handicapped students. Unanswered questions identified by P.L. 94-142, The Education For All Handicapped Children Act, are noted. It is suggested that special and physical educators must communicate about programmatic and legal aspects, and that physical educators must adjust their teaching approaches and general philosophy to incorporate handicapped students. The importance of the multidisciplinary approach is emphasized. (CL)