In 2000, there were 3,482 unintentional drownings in the United States, an average of nine people per day, not including individuals who drowned in boat related incidents (Centers for Disease Control and Prevention [CDC], 2003). More than 50% of drowning deaths occur in residential pools, with others occurring in public pools and natural bodies of water. Additionally, findings reveal the highest rates of drowning deaths occur among school-aged participants (Dworkin, 2002; Centers for Disease Control and Prevention [CDC], 2002; American Academy of Pediatrics, 1993). Presently, Florida ranks third in drowning deaths in the United States (Barket, 2003, National Center for Health Statistics [NCHS], 2000). There is consensus that programs need to be created to battle this statewide problem (Barket, 2003; Children's Services Council of Palm Beach County, 2000; Citizen, 2003; Office of the Medical Director Pinellas County Emergency Services, Waite, 2002; Orlando-Orange County Health Department, 1999; Porter, 1999). A viable solution for Florida and other states might be to incorporate aquatic curricula in K-12 schools to serve as a way to decrease the number of drowning deaths attributed to school-aged children. With no data available on aquatic physical activity (APA) programs in Florida's K-12 public school physical education programs, the goal of this research was to provide baseline data from which further research and programming could be developed. A descriptive, cross-sectional design was used to conduct this quantitative research. Physical educators in Florida K-12 public schools (N=671) completed an online survey addressing information related to the extent and types of aquatic programs used, the attitudes of physical educators towards APA, the accessibility of aquatic facilities, the professional qualifications of educators related to teaching APA, and the uses of APA. Descriptive statistics, including frequency distributions and percentages were used to analyze the participants' responses to the questions. Additionally unsolicited qualitative comments offered by participants regarding the study were used to provide more depth and meaning for quantitative data. The data revealed that only 10% of Florida physical education professionals have an APA component to their physical education program, although most physical education professionals do hold aquatic certifications. The majority of physical education professionals (92%) agree that APA is a valuable component of a school physical education program, but report that the barriers (e.g., lack of aquatic facilities, scheduling conflicts, safety issues, feasibility, lack of training) toward implementing an APA program are difficult to overcome.