Physical activity (PA) promotion for children with disabilities tends to be less of a priority in physical education teacher education programs when compared with a focus on motor and sport-specific skills and strategies. As a result, physical education teachers tend to have less competence in promoting PA of students with disabilities, leaving students with disabilities to feel disconnected from the physical education class. Students with a disability subsequently are likely not to benefit from physical education in terms of PA participation. This paper aims to provide guidelines and strategies to promote PA in inclusive physical education settings. In this paper, we define PA and provide specific strategies grounded in self-determination theory and the socioecological model to promote PA during physical education class. Strategies proposed include (a) selection of disability sport and instructional models, (b) grouping practices to facilitate relatedness, skill development, and participation, (c) approaches to increase choice and encourage decision making, and (d) use of goal setting and self-evaluation.