The current educational climate emphasizes the inclusion of students with disabilities in general education. This results in an increased effort to enhance and maintain an inclusive environment. Consequently, the use of paraeducators for support has increased (Giangreco, Broer, & Edelman, 2002). This is particularly true for physical education (PE); however, the use of paraeducators in this setting is not that well understood. To better understand the paraeducator mechanism, Bryan, McCubbin, and van der Mars (2013) investigated how paraeducators, PE teachers, adapted PE teachers, and special education teachers defined the role of a paraeducator in the general physical education setting. Their qualitative study and its implications are described herein.