Gender equity in physical education has been a concern of physical educators. A decline in participation of females in physical activity as they move through adolescence, the fact that females receive less attention in classes than males, and ability grouping based on gender not skill are concerns cited in the research (Browne, 1992; DeVoe, 1991; Griffin, 1985a, Orme, 1991 1985a; Vertinsky, 1983). The purpose of this study was to investigate two curriculum strategies recommended for enhancing equity within the classroom to see how they would influence the engagement of females in their physical education classes. These strategies were expanding course offerings to include activities other than team sports and providing students with the opportunity to choose among those courses. Twenty-one ninth grade girls from two large urban high schools across four classes implementing these recommendations in their physical education programs were studied over two different units of instruction. Data was collected on students’ level of engagement, perceptions and attitudes about physical education in general and perceptions and attitudes about their participation in the classes they were taking. Sources of data included a 26 item Likert Scale survey with 7 open-ended questions and an activity checklist, systematic observation of 64 videotaped classes, three interviews with each participant, informal interviews, field notes, and journal entries. Interview and open ended survey data were analyzed using constant comparative analysis. Results from this study indicate that choice was received enthusiastically by females. It was especially important as a desire to learn an activity was continually expressed by participants and lack of skill was a deterrent to wanting to participate in an activity. Students looked forward to the longer units as they felt they would have an opportunity to learn how to play the activity. Findings from this study have curricular implications in terms of course offerings and the length of instructional units. Keyword(s): curriculum development, gender issues, high school issues