Students with disabilities experience poorer overall health and engage less in physical activities.Although the school subject Physical Education (PE) should employ an inclusive approach, students with disabilities risk poorer conditions for participation compared to other students. Thus, the purpose of the study was to explore how students with and without disabilities and PE teachers perceive the PE subject and how inclusive teaching can be designed. Research in collaboration with two schools was conducted. 60 students aged 10-12 years and three teachers were included, using qualitative methods. The inclusive model Guiding Peers (GP) was applied in PE, in collaboration between researchers, teachers, and students. The focus of this paper is the interviews conducted with students and teachers, and how they perceived working with the GP model. Three themes emerged: joyful lessons, individual adaptations, and equalizing normative differences. By focusing on GP, inclusion was systematically implemented, involving students and teachers. Thus, the methodology supports students' and teachers' strategies to deliberately apply inclusion in PE. The project advances our understanding of critical elements that enable students with disabilities to obtain the necessary resources to engage in PE. The relationship between teacher-students and student-students becomes crucial to fostering a positive, inclusive social climate. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.