The motivation for this study stemmed from a lack of understanding of why members of an elementary school community did not support the physical education program. The purpose of this study was to understand teachers', administrators', and parents' perceptions about the value and importance of physical education at the school. Guided by the transtheoretical and cognitive evaluation theories, both of which focus on the motivation to change, this qualitative case study explored the perceptions of members of an elementary school community in the southern United States about the value and importance of the school's physical education program. Twelve stakeholders (teachers, administrators, and parents of children enrolled at the school) participated in interviews for the study. Typological and inductive analyses of the data yielded emergent themes on communication, health, lifelong learning of physical education, positive experiences of physical education, scheduling, and social aspects of physical education. The key finding was that communication is necessary for an effective physical education program. This finding would advance practice by improving communications between the physical education teacher and members of the elementary school community. The implication for positive social change comes from guidelines about improved communications between the physical education teacher and administration, school personnel, parents, and students at the participating elementary school. This improved communication will increase the support for the physical education program, and in turn, will benefit the students who participate in a more effective physical education program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]