The data for this paper were generated during a three-year, Participatory Action Research project, with 41 15-19-year-old female co-researchers and activists, within and beyond the walls of a secondary school. The purpose of the larger study was to work with these students to understand and transform their self-identified barriers to physical education (PE) engagement and physical activity participation. The focus of this paper is on one of the transformation sites, the students' formal PE curriculum. Participatory Action Research (PAR) constituted the theoretical, pedagogical and methodological framework for this study. The specific questions we seek to address in this paper are what does a negotiated PE curriculum process look like, and how does students' increased involvement in curricular decision-making impact on their engagement with physical education. Data for this paper were generated through individual and group conversations with five student researchers and curriculum designers during the first year of the study. These conversations were guided by participatory research artefact's (e.g. photographs, posters). Findings suggest that participatory approaches to research and curriculum-making can serve to promote students' meaningful engagement in the critique and the re imagining of their PE and physical activity experiences. The girls in this study, when provided with guidance and encouragement, rose to the challenge and took ownership of their learning, and doing so was a positive, energizing and exciting experience for them and one in which deep learning occurred and deep insights were produced. Negotiating the curriculum was not without challenge however, and both students and adult allies needed support in persevering beyond the transition and the novelty of initial excitement.