The purpose of this study was to compare principal and physical educator perceptions of quality in physical education programs. Participants included 12 secondary and 23 elementary school principals and 23 secondary and 26 elementary school physical educators. The instruments used to collect data were the secondary school NASPE Program Improvement and Self Study Guide (NASPE, 1998) and the Opportunity to Learn: Standards for Elementary Physical Education (NASPE, 2000). Each questionnaire item was rated on a 1 to 4 scale from not established (1) to well established (4). Elementary and secondary data were analyzed separately. The data were grouped into 9 subset scores for elementary (qualifications of teachers, time allocations, class size, equipment and materials, technology, facilities, curriculum, student assessment, and program evaluation) and 6 subset scores for secondary (curriculum, quality of instruction, assessment of students, student environment, facilities, equipment and supplies, and learning environment). Mean scores between principals and teachers on each subset were compared using t-tests (p = .05). The results for elementary personnel showed significant differences for class size (t = 1.780, p = .041; educator: M = 10.42 ± 3.48, principal: M = 12.13 ± 3.16) and assessment of students (t = 2.6, p = 012; educator: M = 11.84 ± 1.95, principal: M = 13.76 ± 3.47). No significant differences were found between secondary principals and teachers for any of the subset scores. These results indicate a common perception of quality of the physical education program, at least as measured by these instruments. However, elementary physical educators reported that class size was not well established compared to classes in other subject areas, including classes for the disabled. Class size differences are likely the result of contradictory perceptions of appropriate class size for physical education. The principals may have perceived appropriate class size as that recommended by local guidelines. Whereas, physical educators may have based their views on AAHPERD guidelines for appropriate practice. Assessment also was rated lower by the teachers who may have perceived assessment as being more difficult due to larger class sizes. The current study was limited to a small geographic area and sample. However our findings provide a basis for discussion and additional research. It was interesting that, in general, principals and physical educators had similar views of program quality.Keyword(s): curriculum, physical education PK-12