Compared to elementary physical education, high school physical education has historically lacked quality. Students struggle to find relevance in the subject, team sports dominate the curriculum, and teachers generally do not actively teach to the extent of their elementary counterparts. Though the need for change has long been acknowledged, substantive change has failed to permeate practice. Indeed, the same issues that plagued high school physical education 30 years ago continue to do so today. This article presents a splintered identity, misaligned curriculum, and a negligible commitment to teaching as fundamental issues that should be addressed if high school physical education is to successfully enhance its status in the eyes of key stakeholders, including students, other teachers, administrators, parents, and policy makers.