This study explored the perspectives of elementary school children with disabilities in inclusive dance education classrooms in two large school districts in Western Canada. A qualitative interpretivist approach facilitated understanding of the experiences of eight children with different disabilities between the ages 6 and 10 who participated in dance in general education classrooms. Two one-on-one semi-structured interviews, children's art work, class observations, and researcher field notes facilitated gaining access to the children's experiences. Data were interpreted through a relational ethics conceptual framework. Data analysis followed the procedures of interpretive thematic analysis. Interview and observation data revealed three themes: (a) peer acceptance, (b) bodily learning, and (c) engaged support continuum. Relationships with teachers, educational assistants, and classmates created a dance education environment that enabled these children to participate alongside their classmates, experience joy and success, and gain a sense of belonging.