With financial problems and budget constraints, policy makers are often forced to assess the value of physical education relative to other school subjects and this is often based on their perception of the benefits of physical education. This investigation was designed to determine the importance that school policy makers attach to physical education, their perception as to the benefits of physical education to the ?core? curriculum, and their specific knowledge of physical activity as a means of enhancing cognitive development. To address these issues, a 12-question survey was given to 10 school board members and 20 principals and assistant principals of elementary and high schools. In ranking eight school subjects from ?most to least important,? the highest ranked were language arts and math and the lowest were physical education and health. The mid-ranked subjects were sciences, history, foreign language and fine arts. Most believed the top-ranked ?core? subjects were necessary for future academic pursuits and employment. Some mentioned that lower ranked subjects like physical health and activity as best instilled by parents. They saw the primary benefit of physical education as being for mental and physical health. For mental health higher self-esteem and less depression were most often mentioned, whereas for physical health cardiovascular and muscular development were most frequently mentioned. Most of those surveyed had very limited knowledge about physical activity being of value for enhancing cognitive functioning. Other than alluding to skills in listening/attention, teamwork and hand-eye coordination, they had no knowledge of research that had been done to show that physical activity was related to improved learning and cognitive functioning in both animals and in humans. The results of this survey suggest a need to educate school policy makers on the importance of physical education in enhancing thinking and learning across the school curriculum.