This article examines the incidence and quality of physical activity instruction during early childhood. Although the positive effect of physical activity on the cognitive, social, and physical development of young children is generally acknowledged, there is little emphasis nationally on ensuring appropriate physical educational experiences within the early childhood curriculum. Though limited in scope, extant research suggests that young children learn more via developmentally appropriate instruction than through random physical activity. The National Association for Sport and Physical Education has created guidelines for appropriate practices in schools and community settings. The creation and integration of quality physical activity into early childhood settings faces challenges. Yet, the increase in obesity and other diseases associated with a sedentary lifestyle makes such initiatives a moral imperative. Young children need specific and systematic opportunities to learn fundamental physical skills that will contribute to a lifetime of physical activity. It cannot be left to chance.