In recent years, North America has seen an alarming increase of obesity and other diseases related to physical inactivity among children and youth. It can be argued that one of the possible causes for this increase is a lack of physical education provided in school systems. To address this problem, several state and provincial education departments have made changes to their physical education curricula in the hope of improving children’s health (Luke, 2000). These curricula emphasize the development of the knowledge, skills and attitudes necessary to lead active, healthy lifestyles. In the province of Alberta, Canada, the 2000 Program of Studies for Physical Education, Kindergarten to Grade 12 emphasizes such curriculum content. The aim of creating healthier, more active children is indeed necessary in today’s schools. However, to reach this goal, educators need to follow and implement the curricular guidelines so that the quality of physical education programs can be enhanced. This research study investigated the degree to which generalist trained elementary teachers were following and implementing the physical education curriculum. 23 teachers responded to a 21-item questionnaire regarding their knowledge and understanding of the mandated physical education program of studies in Alberta. Using measures of central tendency to analyze the data, the results indicated that the program of studies was not being followed in the manner prescribed by the mandated document. It was found that many teachers were still following the teaching practices and activities associated with the curriculum from the previously mandated 1983 document, two teachers were not even aware that a new curriculum existed, not one of the 23 teachers could identify all of the five mandated activity dimensions and many were not providing the recommended time allotment for physical education for their students. This research indicates that although new curricula may be introduced to the teaching profession, it does not guarantee that it is being effectively implemented. Ways to ensure that curricula are being implemented are suggested in the hope that students will truly become physically educated (Hickson & Fishburne, 2001), as well as receiving the benefits of leading healthy, active lifestyles.