The purpose of this study was to explore Chilean physical educators ' perspectives on barriers and facilitators to students with Down syndrome experiencing inclusion in integrated physical education. Data were collected from a cohort of 91 physical educators, comprising 50 males and 41 females from various regions in Chile, who responded to an online survey between March 2023 to June 2023. A two-step coding protocol was used to analyze responses. Cumulatively, the respondents identi fi ed 350 barriers (3.84 per participant) and 393 facilitators (4.32 per participant), which they perceived to in fl uence feelings of inclusion among students with Down syndrome. Predominantly, factors that centered around teachers themselves were emphasized as both facilitators and barriers, as well as the role of a welcoming environment and supportive peers. This study, the fi rst within the Chilean context, demonstrates that teachers believe that inclusiveness predominantly stems from educators ' initiatives, complemented by the surrounding environment and peer interactions.