This study assessed the strengths, weaknesses, and degree of implementation of the Manitoba (Canada) Physical Education curriculum in grades 4, 8, and 11 in French Immersion Schools. This report presents the conclusions and recommendations resulting from a review and interpretation of the findings by the Physical Education Educators on the grade level Technical Advisory Committees. At each grade level, the assessment consisted of a student performance test of fitness and motor skills, a student written test of knowledge and attitudes, and a teacher survey; there was no test of motor skills at Grade 11. The six major learning goals at each grade level were consistent even though the specific objectives varied from one grade level to another; goals were physical fitness, basic movement skills, self-expression, independence, safety, and social interaction. Apart from certain weaknesses in Grade 11, all students demonstrated a good grasp of the subject matter covered in the curriculum with positive attitudes found toward physical activity and Physical Education classes, yet many students were found to be at risk for health related fitness. Student evaluation centered mostly on behavior with observation the most common assessment method; little student self-assessment was found. It appeared that the curriculum lacked precision in form as well as content and that most physical education teachers used the curriculum guide for reference only; professional development needs were ubiquitous. Lack of knowledge about safety measures was found in Grades 8 and 11, and unsportsmanlike behavior was found in Grades 4 and 8. A listing of the members of the Technical Advisory Committees is appended. (NAV)