Elementary physical and health education (PHE) teachers play key roles in establishing inclusive learning environments. However, how they attend to inclusive pedagogy are not fully highlighted in the research literature. This study examined how elementary PHE teachers understand their roles in inclusion and how they attend to day-to-day inclusive pedagogy. Overall, 11 elementary PHE teachers from a province in Eastern Canada were invited to participate in an exploratory qualitative research study. Data were collected through one-on-one interviews and analysed thematically. Participants highlighted four areas where they attend day-to-day to enhance inclusiveness in their teaching: (1) plan universally from the beginning; (2) share ownership with students by providing students with leadership roles, responsibilities, and choices in learning; (3) create positive relationships and partnerships with students and co-educators; and (4) be responsive and reflexive in teaching. This study highlighted the experiences and insights of Canadian elementary PHE teachers in pursuing and enacting inclusive pedagogy. The findings will provide other in-service and pre-service elementary PHE teachers with pragmatic ideas of ensuring and/or strengthening inclusive PHE. The acquired empirical knowledge may also inform teachers in other disciplines, as well as school administrators, policy-makers, and stakeholders when developing/implementing future policies and actions concerning inclusion.