A common problem in contemporary western societies is segregation, which is also reflected in schools. The point of departure for this study is a political initiative in Sweden, where pupils are being transported by bus from a suburb to different schools in the city with the aim of promoting integration and improved performance results. The study focuses on the teaching practice of Physical Education (PE) at one of the schools where 'the bus for inclusion' stops every morning. The research question concerns how 'the political action' of the bussing project is 'acted upon' in the subject of PE. The purpose is to explore what becomes of this particular PE practice, in terms of "rationalities" encompassing a PE teacher's "pedagogical actions" and the pupils' ways of "acting on them." The data, gathered through extensive fieldwork, including lesson observations and interviews, is analysed from a governmentality perspective [Foucault, 1978/1994. Governmentality. In "Power" (pp. 201-222). New York: The New Press]. The findings highlight three underlying rationalities in regards to integration, aiming at "promoting intercultural encounters," "collaboration" and "mutual respect." These rationalities, manifested through the PE teacher's pedagogical actions, offer guidance for the pupil seen as 'a subject seeking to construct himself or herself' [Wieviorka 2014. A critique of integration. Identities, 21(6), 633-641, 636-637]. In case of "compliance," the notion of 'us and them' is countered and a shared experience of belonging is achieved through teamwork and self-regulation. In case of "resistance," segregation is maintained in the school community as well as in society as a whole. This study does not contribute any incontestable evidence of social inclusion through PE [cf. Bailey, 2005. Evaluating the relationship between physical education, sport and social inclusion. "Educational Review," 57(1), 71-90; Dagkas, 2018. Is social inclusion through PE, sport and PA still a rhetoric? Evaluating the relationship between physical education, sport and social inclusion. "Educational Review," 70(1), 67-74]. However, the findings indicate that 'action upon action' in a culturally heterogeneous PE practice makes a difference insofar as integration is understood as a process of subjectivation [Wieviorka 2014. A critique of integration. Identities, 21(6), 633-641]. Depending on the direction of the PE teacher's guidance, the process might tend towards either cultural assimilation or pluralistic integration [Grimminger, 2008. Promoting intercultural competence in the continuing education of physical education teachers. "Sport-Integration-Europe," 310-320].