The acquisition of fundamental motor skills at a young age serves as building blocks for an active lifestyle. A lifetime of participation in physical activity provides numerous health benefits including reduced risk of coronary heart disease, hypertension and diabetes (USDHHS, 1996), enhanced memory and synaptic connections (Jensen, 2000) and improved self-efficacy and peer relationships (Graham, Holt/Hale & Parker, 2004; Ulrich, 2000). The focus of this study was to: (1) implement a developmentally appropriate preschool/kindergarten physical education program; (2) assess the effectiveness of the program on children's gross motor skills; and (3) ascertain the benefits and importance of physical education within the curriculum. Two inner city nursery schools were utilized, one site had an AmeriCorp volunteer teaching physical education twice a week. Both schools received limited physical education instruction by serving as practicum sites for a local college's teacher education program. Students were videotaped in September and June during the 2004-2005 Academic Year. Data were collected using the 2nd Edition of the Test of Gross Motor Development (TGMD) (Ulrich, 2000). In addition, administrators, classroom teachers and all students were interviewed. The open-ended interviews were transcribed verbatim and coded for common themes using a constant comparison method of data analysis. Student skill performance on the TGMD was analyzed using a 2X2 mixed factorial ANOVA. Both groups improved across all gross motor skills especially in dribbling and rolling. The intervention group improvement was significantly greater than the control group on striking, throwing and catching. The control group outperformed the experimental group in the skill of kicking. Teachers and directors reported that preschool physical education benefited each child because the instructors served as a friend, role model, and playmate. The enhanced ability of students to focus, follow directions, and to work collaboratively was also noted. Students reported that they enjoyed physical education because it was fun, they were provided activity choices, it was a change from their traditional classroom activities, and they liked to learn and play with their teachers and peers. Gross motor development of preschoolers and value for movement was enhanced with limited physical education instruction. Greatest gains were found in areas specified in teacher lesson plans and block plans. Designing and implementing a preschool curriculum utilized by specialists and classroom teachers would augment preschool student motor development.