Personalized systems of instruction (PSI) allow individual students to progress at a rate that coincides with their own ability. Descriptions of the use of PSI in physical education (PE) have been mostly limited to the college level. There are few reports of the use of PSI in secondary PE. This study assessed the use of PSI to teach post-rehab fitness concepts to 26 students enrolled in a high school personal fitness class. Post-rehab fitness involves the development and implementation of exercise programs for individuals recovering from injury (i.e., cervical strain patients, knee replacement patients) who have recently been fully discharged from physical therapy. A course workbook and supplemental videos were developed to provide the students with a basic introduction to the PSI unit, class rules and policies, attendance policies, learning objectives, learning modules with readings and learning activities, and methods of assessment. Each class was video and audio taped during the unit for later observation and coding. Data were collected and analyzed based on four key PSI design characteristics: 1) Self-pacing; 2) Mastery learning; 3) Teacher acting as motivator; and 4) Emphasis on the written word for study materials. Methods of data collection included daily examination of course materials, a student survey, qualitative information in the form of comments from the teacher and student's, as well as, a combination of frequency and duration coding from videotaped classes. Data were used to evaluate success of meeting each design characteristic. The confirmation criteria for each data set were based on standards described for effective implementation of PSI in a PE setting (Cregger & Metzler, 1992). Based on the confirmation criteria for implementation of a PSI unit, the design characteristics of self-pacing, teacher acting as motivator, and emphasis placed on the written word were met. The design characteristic of the teacher acting as a motivator was only partially confirmed as the criterion for student attendance was met, but the criterion of a high rate of practice was not met. Student comments indicated that the idea of learning and working at their own pace was foreign. As the students became more familiar with the model, they enjoyed the structure and material. Comments from the teacher indicated that very little teaching time was spent in management. The majority of teaching time was spent on providing individualized assistance to students. Overall, PSI offers a fresh approach to teaching and learning at the secondary level in PE.