The purpose of this presentation is to examine K-12 physical educators' definitions of student success. Findings represent a small portion of a larger study designed to examine teachers' beliefs about student success, their students' preparedness to achieve success, and teachers' curricular responses to these beliefs. Teacher beliefs, which have been shown to affect the quality of learning experiences in a variety of content (Brophy & Evertson, 1981; Pajaras, 1992; Prime & Miranda, 2006), served as the theoretical frame for this study. Previous research on learning outcomes and assessment in physical education indicates that while assessment has been shown to improve student learning (Andrews & Barnes, 1990; Tousignant & Siedentop, 1983) there is often a discrepancy between this knowledge and teacher practices regarding assessment (Doolittle, 1996; Kneer, 1986; Veal, 1986; Wood, 1996). Despite an increased emphasis on accountability in physical education through the development of state (ISBE, 1997) and national standards (NASPE 1995, 2003)issues related to the definition of success in physical education persist. In 1983, Placek found that keeping students “busy, happy, and good” superseded all other learning outcomes in physical education. It is possible that this has not changed despite the development and refinement of the characteristics of a physically educated person (NASPE, 1995; 2003). This study represents one of the first examinations of how K-12 physical educators define student success relative to those standards. Participants were 19 Midwest K-12 physical educators (8 elementary, 8 middle, and 3 high; 2 male, 17 female) ranging in teaching experience from one to thirty years (mean = 16). All university IRB protocols were followed and informed consent was obtained from each participant. Data were collected through semi-structured interviews and document collection. Data were analyzed through the processes of constant comparison, open and axial coding, and cross cases analyses (Strauss & Corbin, 1998). Findings will be discussed through three themes, (a) Ambiguity in defining success, (b) Participate, enjoy, and behave equals student success, and (c) Dissonance between beliefs and standards. Preliminary results indicate that “busy, happy, and good” (Placek, 1983) is alive and well in physical education today. Implications of this study include (1) continuing efforts to develop specific assessments directly related to standards that teachers are willing to use, (2) continuing to dialogue about the importance of motor skill acquisition and development in physical education, and (3) finding the underlying causes of the disconnect between standards and teacher beliefs about success. Keyword(s): assessment, curriculum, physical education PK-12