The purpose of this study was to create a thorough description of the phenomenon under study. This study focused on participation from the perspective of Henry a seventh grade Norwegian student with Cerebral Palsy in physical activity class. The focus of this research was to investigate what impacted Henry’s opinions to participating in physical activity class. The experiences and perceptions of Henry could potentially create useful insights for students’ with disabilities who are not currently participating in physical activity classes. The research problem which functioned as the basis for this research was “What are the perceptions and experiences to participating in physical activity classes of an elementary student with a physical disability?” This main question was accompanied by four sub-questions which were used to explain the phenomena more clearly and richly. To do so, qualitative approaches were taken in the form of qualitative interview questions and observations. The participant was interviewed once using a semi-structured interview guide. Also, the participant was observed in a pilot observation which was followed by subsequent observations during physical activity class. The data collected, was organized into categories. These category topics were influenced by theoretical information which was used as a guide, of possible ways of grouping categories together.The data revealed that Henry does acknowledge that he belongs, is supported, and accepted in his physical activity classes. His experiences were influenced by his teacher, teacher assistant, his classmates, and friends. Henry reported benefits from participation in physical activity classes, such as more energy to complete daily tasks and homework. Henry reported that his teacher supported, encouraged, and helped him in physical activity classes. Finally, classmates were found to be supportive and helpful. Henry reported that he would rather be together with classmates during activities. Also, friends were identified as being important to participation in activities in both physical activity classes and recess. Henry reported that he felt it was easier for him to make friends during physical activity classes and at recess as compared to other subjects. He also claimed the social aspect of school is what he feels is the most important. Key words: Participation, Physical activity classes, physical disability, perspectives, experiences.