Physical education (PE) has holistic benefits for all students, including those with disabilities, as it supports the development of three critical learning areas: cognitive, psychomotor, and affective ("Adapted Physical Education," 2012; Bailey, 2006; Burgeson, 2004). PE is potentially the main source of physical activity and the development of physical skills for many children and youth (Bailey, 2006; Burgeson, 2004). Arguably, students with disabilities need to have access to PE more than students without disabilities due to already diagnosed health and mental difficulties; however, the majority of students who receive special education services in a self-contained setting do not receive quality PE (Block, Taliaferro, Campbell, Harris, & Tipton, 2011). However, physical activities may be especially challenging for some students with disabilities and for the PE teachers who are unprepared to support individuals with exceptional learning needs in their classes (Block et al., 2011; Smith & Green, 2004). Special educators and physical educators will enhance the quality of their students' PE if they collaborate on a regular basis (Kowalski et al., 2006). Clear and constant communication between special and physical educators is a great way to also ensure students' safety in PE classes. This article describes several collaborative strategies that could be put in place to eliminate safety risks as well as quality assessment strategies employed by PE teachers to ensure students' safety and success. In addition, a variety of strategies for special educators to help their students reap the benefits of physical activity and prevent further health complications are offered.