The purpose of this study was to examine student decision making in the inclusion style of teaching physical education. The specific problems solved in this study were: (1) Will students select from alternative levels of difficulty withing a given task? (2) What are the based for their decision making when selecting from alternative levels of diffculty within a given task? A total of 34 fifth-graders from one class at one elementary school in Seoul partivipated in this study. Nineteen of the students were boys and fifteen were girls. for two consecutive lessons each 40 minutes in length, the students received instruction on shooting ball into the basket in the inclusion style of teaching. During each lesson, the students performed three sets of 10 trials of the shooting task. Prior to completing each set of 10 trials the students had to make decisions about three factors that would affect the degree of difficulty of the shooting task. Data from two souces were analyzed student criteria sheets and the transcibed postlesson interviews. From the students\' criteria sheets. frequency counts were calculated for the decisions they made about level of difficulty. Percent scores were then computed for level of difficulty within each factor. The results from the second and third wets of trials of Lessons 1 and 2 showed that some students chose to continue practing at the same level of task difficulty, while others selected to make the task less difficult of more difficult. The reasons for making fhanges from one wet of trials to the next seem to be grounded in sound thinking. Students who chose to make the task more difficult showed that their first selections were too easy. Students who simplified the task indicated that they initially had made the task too difficult for themselves. Being successful and being challenged were whemnes that emeged torm the students\' interview responses.