Ensuring that learning takes place in physical education has been a challenge to physical educators for many years. "Busy, happy, and learning" is a variation of Judith Placek's (1983) landmark concept, defined in her article "Conceptions of success in teaching: Busy, happy and good?" In this article, Placek argues that many physical educators are more concerned with managing student behavior than with promoting learning. Other articles dating back more than a decade indicate that many physical educators avoid doing assessment (e.g., Matanin & Tannehill, 1994), even though the use of assessment has proven to work as a motivational tool (Veal, 1995). These discussions surrounding the use of assessment are still unresolved and have been featured themes in recent physical education journals (Reeve, 2000; Argobast, 2002). The use of task sheets is one strategy that physical educators can use to address these issues because task sheets promote learning and supply assessment at the same time. This article offers step-by-step guidance for incorporating task sheets into physical education programs. In addition, several varieties of task sheets are included. These are meant to be examples and may be adapted to fit individual situations. (Contains 7 figures.)