This study measured the physical fitness, levels of creative thinking, and attitudes about physical education in second graders enrolled in physical education programs with different curricular focus: (1) aerobic fitness; (2) movement education; and (3) standard classroom teacher taught curriculum. Seventy-seven children and five teachers participated. The American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) Health-Related Fitness Test was given to all subjects in September and May of the school year; and "Torrance Figural Form A of Creative Thinking" was given in November and May. During February, March, and April, coding of student teacher interactions was done using a second generation modification of the "Nonverbal/Verbal Interaction Category System - Modified." Findings indicated that, in comparison with national norms, the children involved in physical education activities taught by physical education specialists made improvements in the fitness parameter, while children in programs taught by classroom teachers maintained or decreased in fitness levels. The average aerobic fitness lesson had a higher number of verbal interactions; however, movement education showed more of a balance of direct/indirect teacher verbal behaviors and a slightly higher percentage of student talk. Little difference was found across the groups in creative thinking. Appended tables provide information on statistical data gathered in the study. (JD)