Curricular coherence is a construct that appears to contribute to student engagement and learning. Beane (1995) defines curricular coherence as having four components: (a) it is characterized by visible connections between purposes and everyday learning experiences, (b) it is taught within a learning context in which learning experiences are sequentially organized and interconnected, (c) it is based on content topics selected purposefully to enhance the sense of content purpose and meaning for students, and (d) it provides opportunities for students to consciously explore how they and others make sense out of experience. In this qualitative research, students' perspectives on these curricular coherence components were examined within the context of the Be Active Kids! constructivist curriculum. Specifically, third through fifth grade students and their teachers in 15 urban schools participated in 3 units (30 lessons) of a health-related, science enriched physical education curriculum. Data were collected in student focus groups and individual interviews conducted at five elementary schools randomly selected from the 15 schools teaching the curriculum. At each school, students in three focus groups, one for each grade (3rd-5th), discussed their perspectives on the curriculum and how the content related to their lives. Additional individual interviews were conducted with six students selected to represent the demographic characteristics of their school. Interviews were recorded and transcribed. Data were analyzed using open, axial, and selective coding. Two well-supported themes emerged from the students' perspective. First, physical education was valued and meaningful when it was connected to science. Because students generally enjoyed both science and physical education, students explained that integrating these two to examine the scientific effects of exercise on the body was a worthwhile and valued experience. Second, students reported that they became excited and motivated when the curriculum was about them. Because they were the focus of the curriculum (how their bodies responded to physical activity), tasks became important and data intrinsically interesting. These findings are consistent with social constructivist approaches to learning and theories of curricular coherence. The deeper theme of connectedness pervaded the students' perceptions and helped them to frame a coherent understanding of the purpose and value of the curriculum. It seemed to produce a sense of engagement that resonated with students and pulled them toward the content. For these students, curricular connectedness/ coherence appeared to be central to perceptions of quality and effectiveness they associated with this program. Keyword(s): curriculum development, elementary education, interdisciplinary