The purpose of this study was to investigate the learning effects of inclusion style among the third grade students, and to examine the decision making of the students. The participants were 22 students, with 13 males and 9 females. who were in the third grade in a primary school and took part in 8 lessons of table tennis teaching. The quantitative data were collected by cognitive test, affective test, objective and subjective table tennis backhand block skill and analyzed by paired-samples t-test and ANCOVA. The qualitative data were collected by criteria sheets, teaching journals, videotaping, and semi-structured interviews. The results were as follows:(1) After the inclusion style table tennis teaching, there were significant learning effects on cognitive test for all students(t = -5.91，p＜.05), male students(t = -4.16，p＜.05) and female students(t = -4.13，p＜.05), but showed no significant differences between male and female students. (2) After the inclusion style table tennis teaching, there were significant learning effects on affective test for all students(t = -4.32， p＜.05), male students(t = -3.42，p＜.05) and female students(t = -2.50，p＜.05), but showed no significant differences between male and female students. (3) After the inclusion style table tennis teaching, there were significant learning effects on objective table tennis backhand block skill for all students(t = -6.07，p＜.05), male students(t = -3.70，p＜.05) and female students(t = -5.97，p＜.05), but showed no significant differences between male and female students. (4) After the inclusion style table tennis teaching, there were significant learning effects on subjective table tennis backhand block skill for all students(t = -8.61，p＜.05), male students(t = -7.90，p＜.05) and female students(t = -5.45，p＜.05), but showed significant differences between male and female students(F=11.986，p＜.05). The male students was superior to the female students. (5) Most of the students chose their tasks according to difficult levels, and they tended to choose the easiest one first. When they were given the opportunity to choose another tasks, the students would change the order of their choices according to the challenge of the tasks. When they faced difficulties, they never gave up and continued to take the challenge. The conclusions were as follows: Mosston's inclusion style was an effective teaching method. It suited both male and female students, focused on the individual differences of students, and students feel interested in learning it.