This study aims to identifying difficulties facing physical education at the inclusion schools in the Sultanate of Oman, the dimensions and the levels of difficulties of including the disabled as perceived by physical education teachers.This research follows the descriptive and survey approach by using a questionnaire prepared by the researchers. The questionnaire included 36 items distributed on 3 dimensions. The sample includes all physical education teachers at the inclusion classes in the Oman (n= 50 male and female teachers). Purposive sampling method has been used in selecting the sample. The study revealed that there are three dimensions representing the difficulties: difficulties related to the disabled child himself, difficulties related to the physical education teacher and finally difficulties related to the school. The research has also come out with recommendations including raising awareness about disability and its various characteristics, providing professional development for all staff working with the disabled children, and raising school principals’ awareness of the significance of inclusion.