The purpose of this study was to determine the effect of an evidence-based physical education curriculum and/or an after school activity program on cardiovascular endurance performance and fundamental motor skill proficiency for grade five students. The sample included 95 participants (46 boys/49 girls) over a 12-week study, separated into a control group and three intervention groups. Levels of fitness were determined pre- and post-study using the Fitnessgram protocol. Fundamental motor skill proficiency was determined with the Test of Gross Motor Development-2 standards. The data were analyzed with an independent t-test and the 2 x 2 two-factor ANOVA for repeated measures. According to the findings, children that participated in the after school program were better prepared than the control and evidence-based physical education group to meet the Fitnessgram Healthy Fitness Zone standards for the one-mile cardiovascular endurance assessment. Also, the children that were taught utilizing the evidence-based physical education curriculum had a higher percentage of participants meeting Level 4 proficiency on 4 of the 6 fundamental motor skills than the children in the control group and after school activity group. An increase in time for physical activity before or after school and a change of curriculum, that has a focus on moderate-to-vigorous physical activity and fundamental motor skills, could be the combination physical education teachers are seeking to meet national and state standards within their programs.