The purpose of this article is to continue the discussion of "should we or shouldn't we?" Specifically, this article addresses whether or not young children need to spend time participating in static stretching activities during physical education class. Is it a worthwhile use of already limited time to ask young children to stretch? Do they need to touch their toes, stretch their triceps, or perform the hurdle stretch as they count in unison to ten? What evidence supports this age-old practice? This author concludes that when stretching is done as a means to enhance movements that are important to and valued by young children, it enhances the quality of the physical education program. Dynamic, functional, and playful stretching has great potential to increase the value young children place on physical activity. The increase in subjective task value in turn elevates the chances that students will regularly elect to be physical active even when not in the gymnasium.