The implementation and evaluation of a quality daily physical education program into a 14-room elementary school in Maple Ridge, British Columbia, is reported. The implementation process involved the services of a university professor who served as an external change agent and consultant within the project. The consultant made 20 day-long visits to the school throughout 1980-81 in order to dialogue with teachers; to give presentations to teachers; to give lesson demonstrations; to provide feedback following observations of lessons; to team-teach with and coach teachers; and to provide teachers with curriculum materials. Data concerning eight objectives comprised teacher, principal, and consultant interview transcripts; the principal's supervisory notes and reports; the consultant's anecdotal, observation, and working notes; a teacher questionnaire; and pupil attitude, knowledge, and psychomotor tests. The data were examined largely through content analysis and were presented employing the processes of triangulation and corroboration in order to arrive at valid and reliable statements. This investigation principally involved 45 grade 3 and 45 grade 7 pupils, 13 teachers, a principal, and a consultant. A further 290 pupils ranging from kindergarten through grade 7 were also involved. This study resulted in eight recommendations related to implementation and evaluation processes. (Author/PN)