The purpose of this study was to investigate the learning effects of inclusion style into Teaching Games for Understanding among the fifth-grade students' and to examine the perceptual condition of students' learning effects. The participants of this study were 18 students. Twelve lessons of Petanque teaching were conducted, and the research mainly adopted quantitative data; in addition, it also contained qualitative data. The quantitative data were collected by cognitive development test, objective skill, subjective skill and Game Performance Assessment Instrument(GPAI), which were statistically analyzed by paired-samples t-test and one-way analysis of covariance (ANOVA), independent samples. The qualitative data were collected by teaching journals, videotaping, criteria sheets, information of students interview, and learning reflections. The results were as follows: (1) After the inclusion style into Teaching Games for Understanding Petanque teaching, there were significant learning effects on cognitive development test for all students (t=-3.24,p<.05), boys (t=-4.02,p<.05), girls(t=- 3.03,p<.05), but the learning effects were not significantly different between both sexes on cognitive development. (2) After the inclusion style into Teaching Games for Understanding Petanque teaching, there were significant learning effects on objective skill test for all students (t =-4.10,p<.05), boys (t=-2.65,p<.05), girls (t=-3.25,p<.05), but the learning effects were not significantly different between both sexes on objective skill. (3) After the inclusion style into Teaching Games for Understanding Petanque teaching, there were significant learning effects on subjective skill test for all students (t=-8.52,p<.05), boys (t=-6.98,p<.05), girls (t=-5.50,p<.05), but the learning effects were not significantly different between both sexes on subjective skill. (4) After the inclusion style into Teaching Games for Understanding Petanque teaching, there were significant learning effects on game performance for all students (t=-4.96,p<.05), boys (t=-3.43,p<.05), girls (t=-3.25,p<.05), but the learning effects were not significantly different between both sexes on game performance. (5) The students liked the teaching method of the inclusion style into Teaching Games for Understanding. Besides, most of the studuents tended to challenge the easiest one first when they chose difficult levels of the exercise. After the students finished their task which was regarded as the easier one, they would try more difficult one. In conclusion, Mosston's inclusion style into Teaching Games for Understanding could benefit the elementary school students in the cognitive development, objective skills,subjective skills, and game performance. The approach not only enhanced students' learning motivation but also suited both boys and girls. Additionally, it focused on the individual differences of students, and made students become more interested in PE class.