Many children with severe disabilities never have the opportunity to try general physical education (GPE) because their Individualized Education Program (IEP) team feels that they will not be successful, will not benefit, or will not be safe. However, there are ways to safely, successfully, and meaningfully include children with severe disabilities in GPE. A model can be designed to make sure the child will be able to work on his or her physical education goals and objectives while interacting with peers without disabilities in a way that will not disrupt the general program. The purpose of this article is to detail specific strategies that allow a student with severe, multiple disabilities (SMD) to be included in GPE. These strategies revolve around three major themes: (1) identifying and selecting appropriate goals and objectives for the student with disabilities and then finding ways to help the student achieve these goals and objectives while in GPE; (2) making the GPE setting safe for the student with SMD; and (3) facilitating social interaction between students with and without SMD. Specific examples of simple modifications that allow the student with SMD to be safely and meaningfully involved in GPE will be presented throughout.