This study focused on how Inclusive Physical Education (PE) is practiced at one of the secondary public institutions in Sariaya, Quezon and the challenges that teachers face when handling differently abled students. It aimed to develop a Policy Guidelines that would help improve the quality and accessibility of Physical Education classes. The study used a qualitative approach, specifically the phenomenological method, and gathered data through semi-structured interviews with five Physical Education Teachers. The research was guided by the Universal Design for Learning (UDL) and Ecological Systems Theory. Results showed that teachers used different teaching methods, simple instructions, and flexible class activities to support all students. However, they faced difficulties such as lack of materials, limited school facilities, and problems in keeping students engaged. Through thematic analysis, the researchers identified the need for more training, better resources, and stronger school support. These findings suggest the importance of responsive policies and practical support to help teachers effectively implement an inclusive physical education program. Based on these findings, the study proposed a policy guideline called Access to Success, which gives suggestions to enhance inclusive PE classes. These policy guidelines aim to help make Physical Education more fair, effective, and welcoming for every student, regardless of ability.