Teachers perceive non-aggressive socially isolated (NASI) students to be socially estranged from a majority of their peers. Unfortunately, these students are often actively or passively removed from the social aspects of school because they demonstrate self-isolating behaviors or face the exclusionary behaviors of peers. This qualitative research examined four, fifth grade NASI students' physical education-based lived experiences. Participants were the researcher, who was also the physical education teacher, two fifth grade teachers, and 51 fifth grade students with varying degrees of peer-related social acceptance. Data were collected over an 11 week period using interviews, journal entries, and observations and analyzed using open, axial, and selective coding. Results indicated that NASI students seemed to experience elements of social estrangement while participating in collaborative learning tasks. Although NASI students, at times, appeared to be socially estranged, they chose to connect with a select few close friends who helped them to feel included.