Evaluating the dissemination of physical education (PE) programs can identify strengths and weaknesses in both programs and dissemination efforts. To date few studies of program dissemination have been reported. We assessed the dissemination of an elementary school curriculum and professional development program, which had previously been demonstrated in a randomized trial (1990-1995) to improve student physical skills and fitness, lesson activity levels, and instructional behaviors of teachers. Subsequent to the main trial, efforts were made to disseminate the program widely. This presentation includes teachers' evaluations of the dissemination and use of the program from 1999-2001. Numerous analytic techniques were used, including ANOVA, t-test, and Games-Howell methods. In study one, questionnaires completed after professional development sessions were analyzed to determine whether participants' (N=1500 teachers from 257 schools) perceptions of session components differed by: (a) program grade level (K-2 vs. 3-6); (b) teacher type (PE specialists vs. classroom teachers); (c) year of in-service; (d) which of 16 nationally-certified instructors delivered the session, and (e) level of in-service (gold, silver, bronze). Teachers rated sessions on 12 variables using a 1-5 Likert-type scale and responded to open-ended questions. Over the three years, mean responses on all 12 variables were high (ranging from 4.5 to 5.0) and standard deviations were low, indicating teachers were highly favorable toward session components. Low scores were generally related to uncontrollable environmental variables (e.g., space, temperature). Few statistical differences were evidenced among independent variables, however, classroom teachers reported receiving more new information than PE specialists (p=.001). In study two, 421 teachers from 72 schools in nine states completed follow-up questionnaires after implementing the program for 3-9 months. They responded to 12 questions on a 1-7 Likert-type scale and to open-ended questions. Means for all 12 variables were high (ranging from 4.7 to 6.8), indicating teachers were positive toward the program and its implementation. There were few statistically significant differences by grade level, teacher type, and year. PE specialists, however, found it easier to implement the curriculum than classroom teachers (mean=6.38 vs. 5.48, p=.002). Overall, teachers were highly supportive of both staff development and the program they adopted. There were few differences on variables by year of implementation, teacher type, and grade level, suggesting the program is highly generalizable and continues to be found suitable and well liked by teachers. The strategies used in this assessment provide a viable model for others wishing to evaluate dissemination efforts.