This study categorized the types of inclusive physical education classes depending on the teachers' self-evaluation and examines possible interrelated factors.<br> 　In the categorization process, 121 elementary teachers in public school who are in charge of integrated classes were queried through questionnaires regarding their daily lessons of inclusive physical education at schools, where handicapped and regular students attend physical education lessons together. Latent rank theory was initially used for the categorization process. Later, Fisher's exact test was employed to analyze the relationships between the categorized classes and teachers' experience.<br> 　Results revealed that inclusive physical education classes had four categories, namely, (1) classes that are confusing for teachers in terms of inclusive physical education, (2) classes that reduce confusion and promote mutual understanding by resolving conflicts between children in regular classes and those with physical or some developmental disabilities, (3) classes that satisfy handicapped students and children that have learning difficulties in regular classes by carefully considering their needs and devising teaching tools to assist them, and (4) classes where regular students encourage handicapped students through various learning activities. Moreover, the results show that teachers' proficiency in integrated inclusive physical education classes related to on their experience as homeroom teachers of integrated classes.