Research has indicated that physical education (PE) teachers report feeling isolated, having limited (or no) access to resources, and struggling to be perceived as legitimate professionals by other teachers, students, administrators, and parents. As time and resources for PE continue to be reduced, PE's marginal status is intensified. This article identifies strategies used by physical educators who have successfully elevated PE's status at their school. Based on a rigorous exploration of this area, five strategies are proposed: (1) create "PE wallpaper," (2) "see and be seen," (3) "walk the walk," (4) extend "the olive branch," and (5) become involved in "academic" matters.