Purpose: The study was to see how much improvement mental disabled students receive through a structured and progressive physical activities in PE class on the ＂Evaluation of Comprehensive Functional Capability＂. Method: 1. There were 10 samples with mild or middle-mentally disabled studied in special education class in vocational high school. They were chosen by recommendation of their teachers, IEP descriptions, and observation of theirs daily life performance. 2. Observed which specific muscle groups are used in this evaluation. 3. Schedule for the training program. 4. Schedule for pre-evaluation and post-evaluation tests. 5. Use ＂Pair T, 2-Way ANOVA, chi2, ω2 and η2＂ for statistics purpose. Result: 1. It showed a significant difference (p ＜ .05) on maintaining a fixed pose within testing time. 2. It showed a strong effect size as (ω2= .232) between pre- and post- tests, as participants were measured in ＂seconds＂ during the tests. 3. Test items included a. Standing straight with arms stretching forwards, b. Continuously squatting with different foot in front then standing up, c. Stepping up and down, d. Walking on a balance beam. a. Standing straight with arms stretching forwards - It showed a significant difference as (p ＜ .05) , a high-level effect size on η2 as (η2= .522) , and strong effect size onω2 as (ω2= .405) . b. Continuously squatting then standing up - It showed a high-level effect size on η2 as (η2= .33) , a strong effect size onω2 as (ω2= .223) . c. Stepping up and down - It showed a mid-level effect size onω2 as (ω2= .088) . d. Walking on a balance beam - It showed a high-level effect size on η2 as (η2= .27) , a strong effect size on ω2 as (ω2= .152) . Conclusion: Through the structured and progressive physical activities in PE class, mental disable students had improved their strength of lower limbs, moving speed, and functional capability of keeping balance.