It is no secret that parents can and often do influence events and offerings in schools. Results of parental dispositions are often immediate and of obvious importance, as in the case of exercising the vote to support or deny funding for specific programs. For physical education in particular, there is a widely and uniformly held belief that parental perceptions matter a great deal and that they are critical to the future of the subject in schools. The purpose of this article is to examine the effect of parents' perceptions on the marginalization of physical education and how marginalization affects the status of the subject and of the teacher. The article will also emphasize how physical educators can overcome the effects of marginalization and positively shape parental perceptions of physical education.