This chapter focuses on physical activity for middle years students. The author defines physical activity in terms of the Australian Health and Physical Education (HPE) curriculum and explores the wide-ranging beliefs and practices related to various approaches to HPE (e.g., sports-centric models). The chapter discusses the learning intentions and expected outcomes of engaging in physical activity for students in this age group but also identifies conflicting needs, barriers, and challenges to physical activity at this time. Whilst physical activity is central to quality HPE, the author points out that teachers of middle years students must be cognizant that physically active learning experiences can have a significant impact on student perceptions of their physical capability and degree of body satisfaction. The chapter demonstrates that increasing physical activity choices is not the answer to promoting physical activity levels in middle years students. Case examples show that empowering students to make choices, offering choices that increase learning about movement, and taking care of school-based constraints that prevent student from taking up physical activity are essential actions for quality HPE planning and delivery in the middle years.