Physical Education (PE) is a school subject that was taught independently to other subjects for an extended period in curriculum history. The research conducted on the curriculum history of PE found that developments in the subject were in accordance with specific priorities characterising three dominant periods that are used to structure this chapter. The first period of traditional Military Drill and progressive expressions of PE (1880–1919) reflect a politically driven agenda, as Australia was concerned with issues of defence up to the end of World War I (WWI). The second period is exemplary of the expression of eugenic ideals in PE (1920–1949), where concerns of the genetic quality of Australian citizens emerged from economic and political crises affecting national prosperity. The third period saw the consolidation and ‘pinnacle’ of PE in the school curriculum (1950–1989), as its pedagogy contributed to the rebuilding of the nation post-Word War II (WWII) amidst widespread acknowledgements of the benefits of physical activity (PA) to public health. It will be demonstrated that all three periods reinforced the value of PE in schools and society, as the subject became increasingly recognised as playing a significant part in creating a healthy nation. Although there was diversification to the focus of PE overtime, the curriculum history of this subject was heavily influenced by the political and socio-cultural movements that complemented and influenced each version of the subject.