Since the Public Law 94-142 was enacted in 1975, there has been a push for inclusive classes where students with disabilities are educated along with their peers without disabilities in the least restrictive environment (LRE). The general physical education (GPE) teacher is obligated to ensure that all students are successful in their classes. However, one study found that teachers felt illprepared to adapt and modify their lessons, and needed more training and support when working with these combined groups. While districts and schools dictate the type of support available (e.g., itinerant, consultant, or collaborative), improving teacher efficacy may be a universal means of helping GPE teachers provide quality education to all students. Teacher efficacy is a teacher's beliefs in his/her ability to bring out the desired outcomes of student engagement and learning. In this article, the authors discuss how to enhance GPE's teacher efficacy when working with all students.