The financial support of PEP grant has enabled more schools to adopt technology enhanced curriculum in their physical education programs. Yet, study to investigate the impact of technology implementation (e.g. Heart Rate monitors, Trifit and Fitnessgram) in physical education to promote physical activity participation is limited. The purpose of this study is to examine the impact of technology enhanced curriculum on students? motivation to physical activity participation in or outside physical education classes. Participants are students from a 9-12 public high school in the Midwest who had daily physical education for at least one semester. The technology enhanced curriculum offers two cardiorespiratory-activity based classes each week utilizing heart rate monitors, Trifit, or Fitnessgram. Two male and three female focus group interviews (N = 47) were conducted by research team members each time using semi-structured questions. All interviews were audio taped and transcribed for data analysis. Common themes were identified and discussed by research team members. Findings indicate that heart rate monitor and Trifit can provide immediate feedback that can made students work harder. The technology enhanced curriculum allows students to have a relatively flexible schedule to complete their work load and select physical activities of their perference. However, some students perceived technology enhanced curriculum is less fun compared to sport or game activities. Since the cardiorespiratory-activity based class requires students to keep their heart rate in a target zone for 20 minutes or longer, participants indicated there is a need to set up individualized target zones based on student fitness level rather than one target zone for all. Equipment technique problems such as less comfort, data interference and reading accuracy were perceived as negative impacts on students? physical activity participation. No positive impact was found on encouraging students to stay more physically active outside their physical education classes. With the current emphasis to promote physical activity participation and health-related physical fitness in the school settings to fight obesity epidemic, the findings from this study may provide practical implications for physical educators to improve technology-enhanced curriculum in physical education.