Educators and researchers interested in responding to the demands of politicians and citizens to improve the American educational system have responded with the creation of national and, often, state standards across subject areas. Physical education teachers and researchers who recognize the importance of physical education, and as part of an education-wide movement toward creation of national standards, have begun to address the issue of what should be taught in physical education. The six national standards in physical education address motor skill development, understanding of movement concepts and principles, participating regularly in physical activity, achieving and maintaining a health-enhancing level of physical fitness, responsible and personal social behavior, and valuing physical activity. Although these standards are identified as important components students should learn in physical education, they do not address the manner by which teachers might achieve them. The purpose of this article is to show how utilization of different motivational climates can significantly influence desired outcomes. (Contains 3 tables.)