The concepts and principles of biomechanics are familiar to the teacher of physical science as well as to the physical educator. The difference between the two instructors, however, is that one knows the language of science and the other provides an experientially rich environment to support acquisition of these concepts and principles. Use of biomechanical concepts in physical education provides those "Aha" moments for students engaged in learning physical skills. In addition, such experiences enhance the physical science curriculum, which is often taught in the static environment of the science classroom. Students who learn these concepts and principles become physically educated, active adults who can use them throughout life as they learn new motor skills and refine previously learned skills. Any discussion about the disciplines that support best practices in physical education is incomplete without mentioning that exercise physiology, motor learning, motor development, motor control, and biomechanics are not mutually exclusive. All of the interventions that physical educators consider relating to the implementation of the national standards should be diverse enough to increase understanding in each discipline, albeit a little at a time. Too much science all at once will take away from the original purpose of creating more skillful, lifelong movers. The purpose of this article is to illustrate that complete curricular overhauls in physical education are unnecessary to meet the national standards for delivery of biomechanical concepts and principles. It is hoped that all the suggestions that are made for educating students on biomechanical concepts and principles can be implemented in the normal course of a curriculum.