The main purpose of this study was to investigate the existing practice as well asrnpedagogical challenges and opportunities of students with physical disabilitiesrn(orthopedic, visual, and hearing impairments) in physical education (PE) regularrnpractical classes in secondO/y schools of North Shoa Zone of Oromia Regional State. It isrnalso aimed at suggesting possible recolllmendations that help to improve the level ofrninvolvement of these students in the PE practical classes. Mixed (qualitative andrnquantittive) approaches of research were utilized in this study. The study sample includedrna total of 123 subjects which means 94 students with physical disabilities, 14 PErnteachers, 10 secondary school principals, and 5 educational bureau experts ji-om woreda,rnzone and region. Data were collected ji-om the subjects through well preparedrninstruments such as questionnaires, interview guides and observation checklist. Datarnji-om the sets of questionnaires were organized and analyzed quantitatively with the helprnof ji-equency, percentage and mean where as data fi'ol1l in-depth interviews and practicalrnfield observations were analyzed qualitatively. Results of the study showed that, thernexclusion of students with physical disabilities ji-om PE practical classes, effort made byrnteachers to crate effective inclusive PE was found velY low, low level of awareness ofrnstakeholders like school principals, educational officials, 'normal' peer groups, parentsrnand others about the participation of the target students in PE practical classes so thatrntheir support and encouragement to the issue raised was found discouraging. Teachersrntraining, curricululII materials and the required facilities and equipments were also fOllndrninadequate. Moreover, the target students faced psycho-social challenges due to isolationrnji-om their 'normal' peers during PE practical classes. On the other hand, students withrnphysical disabilities showed their interest to learn every aspect of PE. Thus, it wasrnconcluded that, the ongoing practice of students with physical disabilities in the practicalrnsession of PE seems to be unfair and out of the purpose of inclusive education that wasrndesigned to provide equal education without discrimination on the basis of race, color,rnsex, physical conditions or other opinions. Finally, based on the findings and conclusionrnof the study, it was recommended that, awareness creation strategy should be designed tornthe whole stakeholders so that they could support and encourage inclusiveness of PE inrnthe regular schools. Curriculum materials for PE should be improved in order to addressrnthe special needs of students with various disabilities. PE teachers should be providedrnrelevant training and they need to be innovative, flexible, creative, willing and capable ofrninitiating participato/y inclusive PE. Further more, schools should have the correct datarnof students with disabilities along with their disability types in order to help thenlrneffectively in the inclusive educational setting ill general and in the inclusive PE practicalrnclasses in particular.