Many of the numerous innovations in physical education have the potential to enhance the status of physical education and physical educators. For example, curriculum models such as experiential education and sport education have reshaped content, learning outcomes, and assessment in physical education. In addition, these models are redefining how teachers approach planning, instruction, and assessment. Even in light of these innovations, physical education has had little success in enhancing its status in schools and communities. To improve the status of physical education, physical educators must first continue to promote and implement the curricular and instructional innovations that exist. Second, physical educators should explore ways to develop more community-based support for their programs. Finally, physical educators must work with colleagues from other disciplines to achieve the shared goal of educating students about a healthy lifestyle. This article describes how the Leaders in Academics, Community Engagement and Service (LACES) program, designed to achieve these three outcomes, has been able to improve the status and value of physical education.