This study investigated the relationship between physical education teachers' attitudes toward physical activity and fitness and what they taught in their classes. Participants were 42 elementary and secondary physical education teachers selected according to high physical activity and fitness attitude or low physical activity and fitness attitude scores on an instrument designed to measure the relative importance of four physical education outcome goals to teachers. Researchers observed each teacher twice using the System for Observing Fitness Instruction Time instrument to measure instructional behaviors related to physical activity and fitness. They coded the data from their observations, then combined participants' observation data and attitude data to determine the relationship between attitudes and actions. Data analysis did not show a significant effect between the two attitude groups. There were no significant differences between the high physical activity and fitness and low physical activity and fitness groups in the percent of class time spent in moderate to vigorous physical activity, fitness activities, or teacher behaviors related to fitness. In all three areas, however, there were trends in the hypothesized direction (that physical educators who highly valued physical activity and fitness would have more moderate to vigorous physical activity in their classrooms, allocate more time to fitness activities, and spend more time promoting fitness). (Author/SM)