Purpose of Study The purpose of this study was to explore the effects of increased physical education on reading and mathematics test scores in third grade students at Tryon Elementary School. The independent variable was increased physical education, while the dependant variable was improved standardized test for reading and mathematics. It was proposed that the third grade students at Tryon Elementary school who received extra physical education would improve on the reading and mathematics benchmark tests. This study was a twelve-week experimental design. It was a randomized study of the third grade at Tryon Elementary. The students were already randomly selected to their classroom. There were four 5th grade classes. Two classes were randomly selected to receive extra physical education, which resulted in their participating in physical education three times a week, as opposed to the control group, which was only to receive the usual physical education of once a week. The extra physical education classes were to be the same length as the regular classes. During the study, both groups’ curriculum was fitness oriented. Tryon Elementary was a student body of approximately 640 students. Its population was 90 percent white, 8 percent black and 2 percent Hispanic. Forty six percent of the students were on free or reduced lunch. Seventy five percent of the students were bus riders. During this study both the control group and the experimental group were  pre-tested on reading and mathematics. They were given the Gaston County 2001 second nine weeks benchmark exam in both reading and mathematics. After the twelve week study both groups were then given a post-test which was the same as the pre-test. The reading test used in this study was the 2001 third grade second nine- week benchmark exam for third grade students in Gaston County Schools. The test was developed by curriculum specialist using Test magic software. The test consists of 31 questions. The mathematics test used was developed using the same Test Magic software. The mathematics test was also the 2001-second nine-weeks benchmark exam for third grade students. The test consisted of 30 questions.At the conclusion of the post-test, data were collected using a 2 x 2 ANOVA. The results were to be compared to determine if in fact the students that received extra physical education improved more on their test. The variables of gender and race were included in the analysis. Since minors were being used in the study, the researcher obtained consent forms from their parents. This insured the parents that the study would not compromise the student’s confidentiality at any time. There was a parent orientation on the study on before school started.