From 1997 onward, integrated education has been developing rapidly in Hong Kong. Since then, many students with physical disability (PD) were integrated into mainstream schools. In catering for the special needs of students with PD, many mainstream schools had taken steps to improve physical accessibility. However, it was generally agreed that students' needs on other aspects, such as on peer interaction and learning, were less attended to. The present study investigated the quality of school life (QSL) in students with PD in mainstream schools. The QSL model proposed by Williams and Batten (1981) was adopted. Qualitative research method was chosen. Four students who were / had been studying in mainstream schools were interviewed. The interview was in a semi-structured format. Pre-designed questions concerning the following domains of school life, including general satisfaction, teacher-student relations, social integration, opportunity, achievement and status were asked. The questions were designed based on the QSL model of Williams and Batten (1981). Data obtained was transcribed, coded, and summarized. Summaries of the four interviews were provided. Further analysis was then carried out to identify key themes and concepts from the transcriptions. Through the analysis, it was found that the participants were satisfied with their school life in general. Among the important domains mentioned in Williams and Batten's QSL model, the participants were positive towards the domains of achievement (i.e. academic results) and opportunity (i.e. relevancy of the curriculum). In the domain of social integration which focused on interaction with peers, the participants had varying experiences. Two of the participants were satisfied with their relationship with peers while the other two experienced bUllying by their non-disabled peers. Even among students who regarded their interaction with peers as satisfactory, factors that negatively affected friendship development were identified