The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach (Stake, 2000) situated in the theory of planned behavior (Ajzen, 1985, 1991). Data sources were demographic questionnaires and focused interviews (Yin, 2003). Interview data were analyzed using constant comparative method (Merriam, 1998) and uncovered four major recurrent themes, which were: (a) teaching practice troubled, (b) dependent self-efficacy, (c) contradictions, and (d) intrinsic motivates. The teachers desired more professional training geared specifically on teaching students with severe disabilities, emotional-behavioral disorders, hyperactivity, and attention deficits. Implications are that school districts should do more to engage teachers in professional development training that focuses on effective strategies for teaching students with disabilities in physical education. (Contains 1 table.)