The aim of the essay was to investigate the discourses on Physical Education and Health as a subject of knowledge. This would be investigated to partly identify which repertoires the actors (the interviewed teachers) reproduced, partly to see what the discourses about Physical Education and Health as a subject of knowledge looked like. The data collection took place through qualitative interviews of sex actors. All interviews were recorded, transcribed and thematized. From the thematized data, different repertoires were identified which then formed the basis for the discourse analysis. The repertoires identified dealt with, among other things, public health, long-term learning, theorizing, curriculum changes, teacher support, differentiating teaching practice and change. These repertories were compiled and further analyzed through discourse analysis which was divided into four different discourses: an assessment discourse, a learning discourse, a public health discourse and a change discourse. In summary, it can be stated that the actors testify that public health is getting worse and that the subject of Physical Education and Health has a large role here. That the subject would lose more legitimacy thus seems unreasonable. It can also be stated that there seems to be a need for support from teachers to interpret the curriculum in the subject or a need to change the curriculum. The subject has a strong traditional history, and it seems to live on even today. At the same time, the actors appear to be partly negative towards change despite curriculum reforms. The risk with the consequences of the above results is that the subject is equivalent or fair and this is a problem that needs to be solved immediately.