There is growing concern that adolescent physical activity levels around the world are insufficient to prevent lifestyle-related diseases such as cardiovascular disease, obesity, and diabetes mellitus (Eisenmann, 2002; Sallis, 1993; Strauss, 2001 ; Tremblay, 2000; Trost, 2002). The combination of increased sedentary activities, deceased levels of physical activity, and the increased consumption of food with low nutritional values have placed children at risk for developing chronic diseases (Chu, 1998; Steinberger, 2003; Treuth, 2003). Despite the recommendations for children to accumulate 60 minutes of moderate to vigorous physical activity on most days of the week (IOM, 2002; NASPE, 2003; WHO, 2003) rates of childhood obesity and lifestyle related diseases have steadily increased. The major aim of this research poster is to assess baseline measures of physical activity and screen-time across genders in grade 9 boys and girls within a PEP school. Prior to adapting facilities and curriculum with PEP grant funds, participants completed measures during their physical education or health classes assessing the amount of time spent using computers, watching television, movies, and playing video games. In total, 106 grade 9 girls and boys (M age = 14.75, SD = 0.47) answered surveys on a variety of health and nutrition topics. We combined the above four measures into one measure called screen-time. On average boys (M hours = 7.98, SD = 4.57) reported significantly more screen time than girls (M hours = 6.26, SD = 2.91). Interestingly, boys (M days, 3.49) also reported significantly (p < 0.001) more days accumulating 60 minutes of moderate and vigorous physical activity levels than girls (M days, 2.01). As indicated by King et al. (2002), Sallis (1998), and Spence & Lee (2003) a long-term, transdisciplinary environmental approach is needed for physical activity research. Behavior occurs in all types of environments, therefore, interventions should be designed to a) emphasize intrapersonal, interpersonal, physical environment and sociocultural variables; b) be synergistic and address multiple environment conditions; and 3) develop websites and other electronic communication channels where professionals can develop collaborations. Using a transdisciplinary, school/home/community based approach to physical activity and wellness; researchers hope to identify successful features, curriculum development, and community-wide support for physical activity.Keyword(s): community-based programs, high school issues, physical activity