Since the Individuals with Disabilities Education Act (IDEA) was mandated in 1975, segregated special education programs were moved to more inclusive ones. According to National Center for Education Statistics (2016), there are over 6.5 million students with disabilities receive special education. 95% of those students with disabilities are taking special education services in the public school setting. However, studies showed that General Physical Education (GPE) teachers would not feel competent or prepared to include students with disabilities. Since most of PETE programs offer one Adapted Physical Education (APE) course, it is necessary to reconceptualize PETE curriculum for better preparation for inclusion. Infusion approach curriculum (DePauw and Goc Karp,1994) was proposed for successful training toward inclusion in PETE curriculum. Studies revealed that an infusion approach-based curriculum model could positively affect students’ attitudes toward individuals with disabilities (Barrette, Holland Fiorentino, & Kowalski, 1993; DePauw & Goc Karp, 1994). However, developing an infusion approach curriculum has several barriers, limited lecture hours, overload, and faculty supports. To successfully develop an infusion approach curriculum, blended learning can be one of the methods for successful implementation. This paper introduces the direction to infuse disability concept in PETE program applying blended learning.