Childhood obesity is at an all time high and California public elementary schools are in a position to combat the epidemic. The purpose of this study was to investigate teachers', principals', and the superintendent's perceptions of factors influencing the implementation of standards-based elementary school physical education. Nine Title I elementary schools from one school district were purposefully selected.

Based on Ajzen and Madden's theory of perceived control behavior, four specific factors were studied. The four factors include physical education content knowledge, planning, resources, and support. Sequential explanatory mixed-methods data collection included a researcher-designed survey for both classroom teachers (N = 104) and principals (N = 6) and one 20-minute one-on-one interview with teachers (N = 15), principals (N = 6), and the district superintendent (N = 1 ).

Results from the one-way ANOVA (p < .05) indicate there is a significant difference between teachers in planning for physical education, not pushing physical education aside for other subjects, and principal, faculty, and grade-level support to teach physical education. Qualitative narrative supports the statistical data for teachers planning and support. This study concluded standards-based elementary school physical education can be implemented in Title I schools due to principal and teacher leadership. Recommendations for model elementary school physical education programs and policy changes are suggested.