The purpose of this investigation was to examine one urban school district's attempt to revise their elementary school physical education offerings to promote student gains in healthy living knowledge. Specifically, the authors sought to determine if children's physical activity/fitness knowledge increased when taught by teachers engaged in a yearlong training program (at two different intensity levels) to learn about teaching a physical education curriculum (EPEC, 2000). They also investigated student differences based on teacher participation level (intensive vs. standard training) in the program. The findings should provide insight into how school districts may positively impact current levels of student physical activity/fitness knowledge as well as how different curricula and teacher training may affect that process. (Contains 3 tables.)