Following recent reform efforts in other content areas of curriculum, states have sought to develop both assessment and accountability for school physical education programs. One such effort is the statewide assessment program established in South Carolina designed to evaluate program effectiveness of each school [The South Carolina Physical Education Assessment Program (SCPEAP)]. The effectiveness of such efforts to produce positive and long-term change has yet to be determined. Top down reform efforts have proven to be the most common method used to establish accountability, but these efforts sometimes have difficulty gaining the teacher support necessary for effective change (Rink & Mitchell, 2002). Teacher support of any reform effort is critical to its success and impact therefore it is necessary to understand teachers' perceptions and support of that effort (Hall & Hord, 2001; Jewett, Bain, & Ennis, 1995). The purpose of this study was to determine high school physical education teacher perceptions of impact, and support for the state assessment program. A survey was created based upon data gathered through teacher focus groups. A total of 198 high schools and 819 teachers across South Carolina were asked to participate in the survey. A total of 212 surveys representing 123 high schools (63%) were analyzed. Teacher perceptions of the assessment program were primarily positive. Teachers believed that as a result of the assessment program: student learning increased (63%), curriculum/instruction became more effective (70%), and work place conditions improved (65%). Teachers reported an awareness (77%) and positive perception (68%) of the assessment program, as well as an increase in instructional time (51%). A low percentage (37%) of teachers believed the assessment program promoted advocacy of physical education. A multivariate analysis of variance (MANOVA) found no significant differences among teacher gender, school size, the year a school was assessed, or years of teaching experience (p< .05). Teacher perceptions of the assessment program are relatively high after three years of data collection. Although factors such as school size, teacher experience, gender, and teacher and school assessment score would appear to have both research and logical support in terms of their relationship to teacher perceptions and support of the program they were not identified in this study (Christie, 2001; Mitchell, Castelli, & Strainer, 2003; Wirszyla, 2002). No differences in these factors might reflect the very individual nature of the response or perhaps the primarily positive nature of the all of the responses. Keyword(s): assessment, high school issues