This study examined how one elementary school physical education teacher in Chicago (Illinois) influenced the status and perception of physical education and established an important niche for herself within the school community. The teacher's use of strict ritual and routine in structuring classes, as well as her formal, serious demeanor established her as an authority figure to be respected. The gym routine itself controlled students' behavior. The teacher also gained respect for physical education as a school subject by giving homework to students in fifth through eighth grades. The assignments assumed symbolic importance by expressing the conviction that the subject is an important part of the overall school curriculum. The teacher's insistence that her gym be respected and kept tidy was closely allied to her reputation as someone with the ability to be in control of events inside it. Student performance in an annual "gym show" also reinforced her reputation in the eyes of students, colleagues, and parents as a "good teacher." Playground and lunchroom duties further increased the teacher's visibility around school and provided opportunities for informal interactions with students and parents. This teacher illustrated teaching's complex moral aspect as she modeled care, consistency, respect, and the possibility of a better life. Contains seven references. (JB)