BACKGROUND. An initiative was funded to create physical education (PE) curricula across grade levels that would focus on a variety of healthy behaviors and physical activities. OBJECTIVE. The objective of this study was to conduct a program evaluation of the PE curricula that was developed from the statewide initiative. Specific aims were to determine if students who participated in the PE curricula compared to students who received traditional PE instruction: (1) maintained higher levels of physical activity; (2) enjoyed physical activity more; and, (3) were more active in outside of school activities. METHODS. Thirty-three schools participated in the study. Of those, 28 schools (14 intervention, 14 control) were closely matched based on geographic location, school enrollment, race/ethnicity, and % free/reduced lunches. We directly observed classroom physical activity of students using time-moment sampling (SOFIT). Research staff assessed enjoyment of physical activity by direct observation, coding how often students appeared to be enjoying themselves (e.g., smiling, laughing, engaged) during PE class (n=200 observations). In addition, we surveyed middle (n = 611) and high school students (n = 524) to determine their level of enjoyment of physical activity and the value placed upon an active lifestyle. We administered the Physical Activity Checklist Interview (PACI), a 24-hour recall of 21 selected activities, to elementary school students (n = 1432). For middle (n= 1215) and high school students (n = 1045), we assessed after school physical activity using the Previous Day Physical Activity Recall (PDPAR). RESULTS. Physical activity scores (n = 598 total observations) in the intervention schools were significantly higher than controls (3.7 vs. 3.1 (elementary school), 3.4 vs. 3.1 (middle), 3.9 vs. 2.9 (high school), p<0.01). Observed ratings of enjoyment were higher for intervention elementary and high schools compared to controls (1.1 vs. 1.8 (elementary), 1.6 vs. 2.5 (high school), p < 0.01). Middle and high school students from intervention and control schools rated enjoyment and value of physical activity similarly. Outside of school physical activities for elementary school students were significantly higher for intervention schools compared to controls (13.8 METs vs. 11.5 METs, p<0.001). PDPAR scores for middle (42.9 METs vs. 41.6 METs, p = 0.26) and high school students (44.4 METS vs. 45.4 METs, p = 0.53) were not statistically different from controls. CONCLUSIONS. The new curriculum provided more participation in physical activity and higher enjoyment levels during PE class. Elementary students may benefit most from the new PE curriculum. Keyword(s): curriculum development, physical activity, research