With the increased implementation of national and state learning standards, it has become increasingly important for students to be able to make connections between content areas in order for learning to be more "authentic" and "relevant". Interdisciplinary learning has been the focus of much writing and some research in physical education and other disciplines since the passage of Goals 2000: Educate America Act in 1994. The purpose of this study was to explore strategies that could be used in a physical education program to teach first graders literacy skills; ostensibly, these techniques would benefit the development of both physical education and literacy skills. The literature base for the study included studies related to the integration of academics into physical education, national and state standards for physical education and language arts, information regarding how children gain literacy skills, the practical application of integrating language arts into physical education, and the effect that integrating language arts has on the acquisition of physical education objectives. Qualitative research was selected as the method of investigation and data collection consisted of observations, interviews, and document analysis. Two first grade (classroom) teachers volunteered to participate in the study. Teachers were observed six times in the classroom and interviewed three times following the observations. Three students from each classroom were interviewed to get the student perspective on learning literacy skills. Data were analyzed via constant comparison for themes indicating strategies that were common to both first grade classrooms. The common strategies were then compared with criteria for implementation in the physical education classroom. Three strategies were identified and had support in professional literature. The three strategies were implemented in the two physical education classes that were observed in the classroom setting and in two other first grade PE classes. All classes were videotaped and the videotapes were analyzed by two Language Arts experts for effectiveness and usefulness of the strategies. The three strategies implemented were the use of a K-W-L chart, use of reading aloud books related to physical education, and provision of a print rich environment. The Language Arts experts determined that these three strategies were effective and useful, benefiting both physical education and language arts skills. These three strategies also have support in the professional literature. Implications include the possible use of additional classroom strategies in the gymnasium and encouraging physical educators to observe and adapt other classroom strategies for use in the gym as we continue to work toward an interdisciplinary approach to education.