It has become apparent that in recent years the issue of childhood obesity is becoming the number one health risk among children in the United States. Making sure that children participate in daily physical education class is one way to combat the obesity epidemic. The purpose of this action research project was to improve the active participation and self-esteem of a targeted 5th grade physical education class by breaking down gender stereotypes. The study was conducted at an intermediate school in a suburb of a major midwestern city and included 24 participants. The project took place for ten weeks, during the students' regular physical education classes. The teacher researcher utilized formal data gathering tools of pre-intervention and post-intervention student surveys, teacher observations, and student reflections to gauge the students' feelings and beliefs, both before and after the intervention strategies. The teacher researcher taught two units, floor hockey and dance, where gender stereotyping often occurs. During each unit the students watched a movie clip that showed the non-stereotypical genders' participation in that activity. After watching the clips, the students participated in a round table discussion where they were able to share their feelings and break down their beliefs about gender stereotypes. The results of this study indicate that when it comes to participation in a stereotypically male activity, such as floor hockey, both male and female students will increase their active participation and self-esteem as a result of this intervention strategy, but female students may increase in both areas slightly more. When it comes to a stereotypically female activity, such as dancing, both male and female students' active participation will increase as a result of this intervention strategy and female students' self-esteem will increase more than the male students' self-esteem. Physical education teachers can increase their students' action and self-esteem by introducing students to gender-conscious units and by discussing the gender stereotypes associated with each. [Ten appendixes are included: (1) Pre-Sport Student Survey; (2) Teacher Observation Checklist; (3) Floor Hockey Student Reflection; (4) Dance Student Reflection; (5) Floor Hockey Lesson Plan; (6) Dance Lesson Plan; (7) Round Table Discussion Guidelines; (8) Parent Consent Form; (9) Post-Floor Hockey Student Survey; and (10) Post-Dance Student Survey. Contains 52 figures and 2 tables.] [Master of Arts Action Research Project, Saint Xavier University.]