In recent years, disciplinary literacy has been at the forefront of adolescent literacy research and practice but has largely focused on the four core content areas: English language arts, social studies, science, and mathematics. Drawing on a physical education lens, this article is a call to expand the definitions, approaches, and framework of disciplinary literacy by examining three critical issues for disciplinary literacy: focus on the disciplinary expert (i.e., thinking like a historian, a mathematician, a scientist, etc.), emphasis on cognition over other forms of engagement and disciplinary practice, and notions of student participation and activity.