Physical education is at a crossroads in the 21st century. With government mandates related to the No Child Left Behind Act (U.S. Department of Education, 2001) emphasizing core subjects, such as math and literacy, non-core subjects have been deemphasized. The most recent "Shape of the Nation Report" (National Association for Sport and Physical Education & American Heart Association, 2012) showed that 28 states allow physical education waivers and only 6 require physical education in every grade. Despite continued reductions, evidence indicates that physical activity provides a wealth of benefits to children, including the development of healthy life habits, improved concentration, healthier bone development, improved classroom behavior, increased graduation rates, and higher educational aspirations (Bailey et al., 2009). Further, more time in physical education does not have a negative effect on learning in other subjects and reduces the likelihood for childhood obesity (Cawley, Frisvoldc, & Meyerhoeferd, 2013). Although findings such as these are encouraging, physical education teachers must be able to demonstrate program outcomes in a meaningful way. Advances in educational technology provide several viable approaches to collecting and communicating this evidence. Armed with data gathered through technology, physical education teachers become better equipped when trying to convince various stakeholders--including students, parents, colleagues, and administators--of the merits of a quality physical education program. In this article, the author describes how physical education can be supported by technology and highlights how two physical educators have made technology a cornerstone of their programs. The article concludes with several ways teachers can pursue funding for programming needs that extend beyond their typical school allocations.