Fifty-eight percent of Caucasian adolescent females report engagement in vigorous physical activity three days a week compared with 50% Hispanic and only 41% of African American females (Youth Risk Behavior Survey, 1999). Additionally, many African American adolescents living in the Midwest are not meeting the recommended amounts of physical activity (YRBS, 1999). Achieving gender equity in physical education classes can be challenging (Griffin, 1989). Nilges (2000) stated that physical education curricula, which are structured primarily to focus on team sports, are likely to promote a traditional male model of movement. Nilges (1998) called for physical educators to challenge gender equitable teaching beyond the liberal definition of Title IX and more towards a feminist pedagogy. A qualitative multiple case design was utilized in this study with critical cultural feminism employed as the theoretical framework. Four African American adolescent females from a large Midwest church served as the co-researchers in this study. The purpose of this study was to understand the involvement of past and present physical activity in the lives of the co-researchers, their perceptions of physical activity, the role physical activity played in their lives, and the sources they drew upon for their beliefs about physical activity. Data collection methods included three semi-structured interviews each, two focus group interviews, a parent interview, teacher interview, a class observation, observations at church, an interview with the youth minister at the church, and document analysis. Data analysis consisted of within-case analysis and cross case analysis. To enhance internal validity, triangulation of data sources, peer debriefing, and member check methods were employed. Positive perceptions of physical activity included benefiting one's health. Negative perceptions included lack of structure, hindering social interaction, confidence deflation, and enervating. Family, friends, church, school and media were sources they drew upon. Physical activity functioned as a physical education requirement, social function, means of fulfilling gender roles, meeting desired appearances, increasing discipline, means of transportation, and exploration of interests. The findings indicated a need to organize family oriented physical activity programs, a need for nontraditional and more specific education on physical activity, health, and safe ways to achieve a healthy lifestyle; and a need to utilize the church and other community settings in the African American community as a means of providing education and opportunity with regard to physical activity.Keyword(s): diversity, gender issues, physical activity