To the authors' knowledge, the research reported in inclusive physical education (IPE) literature is limited to exploring teachers' and educational assistants' (EAs) experiences working together in a joint classroom environment. Teachers' and EAs' experiences can be misunderstood when their stories are not heard in context, together, or compared to other stories and situations. This hermeneutical and interpretive research involved learning about IPE experiences from three diverse cases, which involved three in-service teachers and three EAs. Data gathered included class observations, interviews, focus groups, and reflective journals. The information learned through these processes was analysed to develop themes. The findings highlight three issues: how teachers' and EAs' training and background education, along with their practical experiences and support from EAs, contribute to the implementation of IPE; how teachers' and EAs' past physical education experiences and current engagement with physical activity impact their teaching/assisting in IPE; and how the planning and choice of activities influences student participation in IPE. Overall, experiences of IPE are dependent on past experiences, education/training, and IPE situations. To improve IPE implementation, teachers and EAs need practical and contextual professional development (PD) that considers activities that are appropriate for their prior knowledge and experience and for their students.