Important and favorable health effects of physical activity have been well documented. Unfortunately, school-aged individuals who are visually impaired tend to be less physically active than their peers without visual impairments. Although students with visual impairments learn skills to participate in physical activities during their PE classes, they may have difficulty using those skills in other settings, at other times, or with other people. Generalization refers to the use of newly acquired skills or behaviors in non-training environments. This article will briefly describe how four of the 13 generalization tactics identified by Cooper and colleagues (2007) can be utilized to promote leisure-time physical activity for school-aged individuals with visual impairments. These tactics include: (1) asking significant others to notice and reinforce physical activity participation; (2) teaching students to recruit reinforcement; (3) teaching sufficient stimulus examples; and (4) teaching self-management skills. Teachers can plan to use one or a combination of these tactics to program PE skills for generalization.