Students in the United States are no longer meeting the daily recommended 60 minutes of moderate-to-vigorous physical activity and therefore are not becoming physically literate. The purpose of this quantitative quasi-experimental study was to examine the relationship between level of physical literacy and the amount of physical activity in physical education classes in an urban elementary school in Trenton, New Jersey. The guiding theoretical framework for this study was self-determination theory and achievement goal theory which both play a role in physical literacy. One hundred and ten second and third-grade students from an elementary school in Trenton, New Jersey participated in this study by wearing pedometers during physical education classes to assess their amount of participation and completing the PLAYself self-assessment to examine their level of physical literacy. The collected data was analyzed using a multiple linear regression and independent samples t-test in SPSS. According to the data analysis, level of physical literacy is a significant predictor of amount of participation in physical education classes, while gender had no statistically significant influence on either level of physical literacy or amount of participation. The recommendations for practice were for physical education teachers to create environments that foster the development and growth of physical literacy so amount of participation will increase and to continue providing the same instruction focusing on movement skills to all students regardless of gender and allow more opportunities for participation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]