The purpose of this study, conducted as a research on practical cases of underprivileged female students who have been excluded from physical education in middle schools, is to search for plans to integrate those students in physical education. To achieve this goal, after applying the Hanaro Teaching Model, the responses and changes of students who have lacked physical education were observed. Six female students were selected from among the second-year students of S Middle School, located in Gyeongsangnam-do, and data was collected using qualitative methods such as observation in classes, open questionnaires, in-depth interviewing, journals for physical education, and student assignments. Collected data were analyzed using qualitative research methods, including case recording and inductive categorical analysis. In order to secure the reliability of data, peer debriefing, associate or expert consultation, and the methods of triangulation were conducted. The result summary of the study is as follows. Firstly, the practice of the Hanaro Teaching Model was carried out in the order of 'start (lesson plan and teaching objectives)' and 'action (lesson contents, class management, and teaching methods).’ In particular, we consider a class in which alienated female students can gain accomplishment and confidence, and provide positive feedback regarding the activities of students through indirect method of teaching. Secondly, there are three categories when it comes to responses and changes of alienated female students after applying hanaro teaching model in physical education class. They are forming 'looking forward to physical education class' environment by performing a task at each student's level so that she can feel fun and excitement, 'positive relationship' through activities of Tao and Pae where students can share their abilities with others, 'happiness during physical education class' through positive interaction between teachers and students.