When discussing inclusion in education, physical educators specifically, have found difficulty promoting inclusion due to large class sizes (National Association for Sport and Physical Education, 2006). The National Association for Sport and Physical Education (2006) recommends the use of peer teaching for physical educators to use when challenged with large class sizes and sharing of activity space. Literature supports that the use of peers can benefit the development of students in physical education. This strategy allows physical educators to meet the demands of inclusion while creating a successful learning environment for all the students involved. The use of peer teaching has been shown to 1) increase physical activity levels, 2) enhance motor performance, and 3) improve social development amongst students (Cervantes, Liberman, Magnesio, & Wood, 2013). The purpose of this project is to a) explore research contributing to peer teaching as it pertains to physical education, b) gather information on the methods of peer teaching that can be implemented into physical education, and c) develop a handbook for both general and adapted physical educators to utilize as a supplement so that they are able to apply it into their classes.