Many physical educators, administrators, and parents argue that it makes little sense to spend time and money building athletic programs for young women when they are not interested in pursuing sports activities. Such an attitude is explored in this Task Force report questioning what roles, if any, physical education teachers have predetermined for their students (and vice versa) and what social and psychological benefits are gained in physical education classes. Five different questionnaires were devised and distributed to elementary school students in grades 1-3, upper elementary students in grades 4-6, junior and senior high school students, parents of the Kalamazoo Public School pupils, and physical education teachers. The questionnaire responses indicated that: (1) even during childhood years boys are beginning to place girls outside the world of sports and the girls are reluctant to make a definite commitment to the conventional image of the young lady; (2) later elementary years present the ripest opportunity to explode the myth that girls have no place in sport; (3) young men and women in high school have greatly different perspectives of the role of women in sport; (4) parents in most cases are aware of the importance of a total physical education program; (5) teachers feel that girls are interested in sports if suitable situations exist, although they admit that in most instances the suitable situations do not exist. The Task Force offered 22 recommendations for improving the quality of physical education programs in the elementary and secondary schools. (MM)