This study was performed to determine the effects of an exercise physiology program on physical fitness, body satisfaction, and knowledge. A total of 161 students (mean age = 16.5 +/- 0.89 years) of the Coral Gables Senior High School served as the experimental group volunteers, whereas 33 students enrolled in a standard biology course served as the control group (mean age = 15.61 +/- 0.84 years). The experimental group received exercise physiology theory coupled with active aerobic and resistance exercise. Age (p = 0.0001) and lean body mass (p = 0.023) were the only physical characteristics significantly greater in the experimental group at pretesting. An analysis of covariance controlling for pretest values showed better results in the experimental compared with the control group for sit and reach (p = 0.008), step test, recovery heart rate (p = 0.0002), overhead press (p = 0.002), bench press (p = 0.017), leg press (p = 0.012), sit-ups (p = 0.001), body satisfaction (p = 0.0009), and physiology knowledge (p = 0.0001) at posttesting. Findings indicated that a biology curriculum integrated with exercise physiology theory and exercise activities may result in significant improvements in physical fitness, body size satisfaction, and physiology knowledge in high school adolescents.