In the current study we sought to determine if children increased their physical activity and fitness knowledge over an academic year. Elementary students (N=1,082) in physical education classes were taught by two groups of teachers (N=30) who were assigned to different training protocols in a yearlong curricular inservice program aimed at integrating the Exemplary Physical Education Curriculum into the district’s curriculum. Training group A received retraining in the curriculum while group B received retraining and ongoing inservice training. Boys (n=338) and girls (n=378) in the first (n=365) and third (n=289) and fifth (n=428) grade completed 3-6 physical activity and fitness portfolios in the fall and spring. Most of the participants (80%) had an African-American heritage. First and fifth grade students completed 3 portfolios while third grade students completed 6 portfolios. Portfolios were graded using scoring rubrics by three trained raters. The portfolios have previously shown that they can produce reliable and valid scores in children. Repeated measures ANOVA was used to determine if significant changes occurred over time and by teacher training group, grade and gender for two groups of portfolios (easier and harder). Portfolios in the easier group were completed by 1st and 3rd grade students. Significant improvements were observed in children’s knowledge over the year [F(1, 652) = 189.74, p < .01, partial eta squared (çp 2) = .23]. There were also differences between the teacher training groups [F(1, 652) = 47.00, p < .01, çp 2 = .07]. There was no grade main effect but a time x grade interaction [F(1, 652) = 9.67, p < .01, çp 2 = .02]. For the more difficult portfolios completed by 3rd and 5th grade students, knowledge also increased [F(1, 716) = 237.03, p < .01, çp 2 = .25]. A teacher training group main effect [F(1, 716) = 29.81, p < .01, çp 2 = .04] and time x group interaction [F(1, 716) = 8.74, p < .01, çp 2 = .01] were present. There was also a grade main effect [F(1, 716) = 3.48, p =.03, çp 2 = .03] and time x grade interaction [F(1, 716) = 10.61, p < .01, çp 2 = .03]. There were no significant gender effects for either portfolio group. Students’ physical activity and fitness knowledge improved over the year with greater improvements in training group B. The younger students started out lower but finished with higher scores.Keyword(s): physical activity, professional development, research