Physical education class is the primary physical activity for many students, therefore, physical educators have the unique opportunity and responsibility to positively influence the activity levels of their students. It is a known fact that our children are becoming less physically fit. This, coupled with the decrease in funding for school physical education provides few opportunities for children to benefit from the known advantages of physical activity. The purpose of this investigation was to determine the effects of daily physical education on the physical fitness of middle school students. Participants included 549 children (fall term n=276, spring term n=273) enrolled in physical education class during the 2000/2001 school year. They were all from a diverse Midwest United States middle school (African American=21%, Asian=1%, Caucasian=61%, Hispanic=14%, Multi-racial=1%, Other=2%). Students completed a 20-week, daily physical education requirement during either the fall or spring term. The students ranged in age from 11 to 14 years. Body composition, flexibility, muscular strength and endurance, and cardiorespiratory endurance were assessed at the beginning and end of the term in which the student was enrolled in physical education. The variables considered were percent body fat, flexibility, curl-ups, pushups, one mile run, resting heart rate, average exercise heart rate, and recovery heart rate. Body composition was determined using an electrical impedance device, the Omron Body Fat Analyzer. A traditional sit and reach box was used to measure flexibility of hamstring muscles. The number of curl-ups and pushups performed in one minute was recorded to reflect muscular strength and endurance. Polar Vantage XL Heart Rate Monitors were used to attain cardiorespiratory data such as resting heart rate, average exercise heart rate, and recovery heart rate during a one mile run/walk. A series of paired T-tests were conducted in order to determine whether there were any significant changes in physical fitness measures after the completion of each academic term. Students enrolled in physical education during the fall term showed significant improvements in flexibility, curl-ups and pushups, resting heart rate, and recovery heart rate. Significant improvements were shown for students enrolled in physical education during the spring term in all variables except average exercise heart rate following completion of the 20-week course. The results of this study provide evidence that daily physical education can contribute to the physical fitness levels of middle school students. Keyword(s): exercise/fitness, middle school issues, physical activity