The previous study indicated that students can learn decision making as problem solving skills, they need not be taught movement activities simply as a body of facts to memorize in physical education classes (McBride & Xiang, 2004; Young, Chou, Huang, Chang, Chen, Lin, Wang, 2004). They can now be taught activity as reasoning with strategy, rationalization, evaluation, and thought-process in order to improve thoughtful decision making. Classes can be designed so that students learn to develop skills and abilities essential to solve problem on movement of physical education. Therefore, the purpose of this investigation was to assess the effects of movement education program on students problem solving and social skills in physical education. Sixth grade (n=67) in two intact physical education classes participated in this study. Classes were randomly assigned to movement education program (MEP, n=35) and traditional physical education program (TPEP, n=32). Both classes received twenty lessons for 10 weeks, and each class taught 40 minutes. Participants' problem solving skills and socialization skill was assessed by using the Stimulated Learning Recall Scale in PE (SLRS) and the Children's Socialization Skill Form in PE (CSSF). The SLRS was administrated for MEP group every other week (1st, 3rd, 5th, 7th, and 9th) during the intervention. The CSSF was administrated as the pre-test and post-test for both groups. The results of this study were as following: 1) there was a significant linear and quadratic trend relationship on the factors of strategy, rationalization, evaluation, and thought-process on problem solving skill after the intervention of movement education program in physical education. 2) the students in the MEP class was significantly improved in the variables of cooperative behavior, positive recognition, empathy, negative recognition, self-controlled, and socialization skill on the post-test. 3) the students in the MEP class had significantly higher scores on cooperative behavior, positive recognition, self-controlled, and socialization skill than the students of the TPEP class did. The results suggest the children's problem solving skills and social behaviors were both affected by the movement education program. In other words, a well structured and organized physical education curriculum is important because they provided learning experiences that meet the developmental needs of youngsters which help improve a child's mental alertness, problem solving skill, interaction with others to learn and enthusiasm for learning in physical education. Keyword(s): creative movement, elementary issues