In 1983, Judith Placek published "Conceptions of success in teaching: Busy, happy, and good?" Placek's arguments have been picked up widely in research and are often used as a catchphrase to represent bad teaching. Our purpose in this paper is to revisit Placek's argument and "update" it for modern times. We first contextualize "Busy, Happy, and Good" by exploring the sociopolitical "setting" in which it came from and examine the literature to investigate how the concept has been used. We then outline three challenges physical education faces regarding success in teaching. Lastly, we propose a framework using a revised version of Placek's concept that engages in the complexities of student learning. In doing so, we discuss five learning "bodies": (a) Moving Body, (b) Thinking Body, (c) Social Body, (d) Emotional Body, and (e) Cultural Body, and propose educational aims that can guide successful teaching across diverse movement cultures and reposition Placek's arguments as more positive outcomes of physical education.