There is no denying that physical educators have traditionally been considered second-class citizens within the K-12 educational system in the United States. In some cases the low status of physical educators has resulted from the views of others (e.g., colleagues, administrators, parents, etc.), while at other times physical educators themselves contribute to their lack of value as members of the educational community. Research has indicated that a sense of low status can lead to "washout," poor teaching efficacy, and burnout among teachers. This article identifies ways that physical educators can address the problem. To provide quality physical education experiences for all students that will raise the status of the profession, teachers must design and implement programs that result in student learning, assess learning outcomes and use those results to advocate for their programs, and continue to seek out professional development.