Previous research, which primarily examined attitudes as determined by quantitative measures such as scales or surveys, suggests female students’ interest in physical education to decline progressively over the years. The purpose of this study was to investigate factors that contributed to female students’ apathy in physical education program in a southern located public high school. Feminist critical social theory guided this research investigation. The following methods were utilized in the collection of the data: an open-ended survey questionnaire, school documents, and observations. Twenty-five students were involved in the study and were enrolled in three classes: weight training, personal fitness, and team sports. The physical education program was run under a block schedule and was co-educational. The analysis was completed with the use of triangulation and constant comparison methods. The findings of the study revealed the following themes: Teacher behavior, as revealed through type of instructional methods language use and teacher sensitivity, implementation of curricular activities, school environment, and students’ self-perceptions. Teachers’ repetitive teaching style and lack of planned methods of instruction influenced female students to display non-active behaviors and the activities implemented produced boredom, and did not match levels of abilities, among students. The way activities were implemented in physical education influenced female students’ participation, as class organization was loosely structured and competitive atmosphere characterized the class climate. Masculine representations were present in the school environment, including physical education facilities. The teacher, curriculum, and school environment affected female students’ perception of, and participation in, physical education. Further, female students did not try to resist the presence of discourse practices that would allow them to respond positively to the subject of physical education. An implication for teacher education is that pre-service teacher must be prepared to work with "traditional teachers" not only to change curricular and instructional practices not conducive to female students ‘ learning of physical education content but also to create environments responsive to all students’ learning. Workshops for in-service teachers may have to be developed to assist them to address their styles of knowledge delivery and development of curricular activities that truly promote equitable learning environments for all students. Keyword(s): gender issues, high school issues, participatory