With the implementation of the inclusion concept in public school classes, the ability of the general physical educator to effectively teach all of his or her students has been tested. This is particularly true with some students who have a receptive language disability (e.g., deaf, traumatic brain injury), an expressive language disability (e.g., autism spectrum disorder, cerebral palsy), and/or a cognitive disability (e.g., mental retardation, learning disability). The ability to teach effectively is predicated on the ability of physical educators to communicate with their students and vice versa. One technique the authors have incorporated into their physical education classes to improve communication with specific students is the use of picture cards and communication boards. The picture card system uses symbols or actual pictures to communicate via single picture cards, communication boards, or an augmentative communication device (e.g., a computer device programmed to generate a computerized voice of the picture card that was touched). This article describes the following four steps for developing picture cards to be used within inclusionary physical education classes: (1) determine the content of the picture cards; (2) develop the picture cards; (3) implement the picture cards; and (4) evaluate the use of picture cards. It should be noted that many physical educators also incorporate pictures, when needed, with students whose primary language is not English (McNamara, 1989). (Contains 5 figures.)