This paper draws on the findings of a recent study of the Daily Physical Education Program in Queensland, Australia. A number of proposals are made concerning the future of daily physical education in schools. Two points in particular are emphasized. The first is that the quality and appropriateness of the research that has underpinned the establishment of daily physical education in Australia and other countries, and its bias towards fitness development, need to be questioned. The second is the need to move beyond innovations that rely solely on curriculum materials to create change and, instead, to incorporate these materials into a system that places at its center the professional development of teachers and emphasizes the reflective and critical practice of teaching physical education. (Author)