The term inclusion has been subject to extensive debate in terms of its definition, interpretation and delivery in relation to children with special educational needs (SEN) in physical education (PE). This study explores the views and experiences of teacher trainers in their role of preparing secondary PE trainees for the inclusion of children with SEN. The data are analysed on the basis of questionnaire responses from 24 English teacher-training providers and five face-to-face interviews with academic staff responsible for SEN. The study found that while inclusive PE is supported wholeheartedly, there is inconsistency in the amount of time spent addressing this issue and the nature of curricular content. Consequently, teacher trainers need to review their approaches in preparing PE teachers for their work in schools and an eight-step framework is proposed to identify how the philosophy and practice of inclusion might be considered. (Contains 1 table.)