In this "Seventeenth Delphine Hanna Commemorative Lecture," Boyce draws on the legacy of Delphine Hanna's work in science-based curriculum to address the need for today's educators to balance both professional mission and disciplinary knowledge. In the mid 1960s, Franklin Henry proposed the notion that the foundation of physical education/kinesiology should be centered on a scientific knowledge base in lieu of the previously held notion of the professional mission. The proponents of the scientific knowledge base created new and exciting subdiscipline areas (e.g., biomechanics, exercise physiology, exercise and sport psychology, motor development, and motor learning), and with them came a caste system that has existed for over 40 years in which the scientists were somehow superior to the rest of the folks in the professionally oriented community. One of the outcomes of this growing number of subdisciplines in kinesiology was the significant reduction in the number of faculty with professional emphasis in major research universities. This imbalance has caused fragmentation in the field, which has not been beneficial for most in the profession. This continued imbalance has come at a time when there is a need to address serious health issues that plague society. The solutions to these pressing health challenges lie not only in interdisciplinary research that helps seek out answers, but also in the delivery of these health solutions by professionals in the field. Boyce states her belief that practitioners must seek to integrate their mission with the missions of universities and the greater needs of society. To do this, there must be a clear picture regarding the missions of the universities. Only then can a kinesiology vision centered on the multifaceted contributions of physical activity that can contribute to the betterment of society be created.