The objective of this two-year study was to assess the impact of daily physical education on academic achievement and physical fitness of students from two New Brunswick primary schools. Compared to the previous year of project implementation, the proportion of students achieving a satisfactory level in French was virtually unchanged. In mathematics, the scores have diminished after one year, but subsequently readjusted to return to a similar level as the previous year of project implementation. In general, the girls and boys from the participating schools have maintained the improvements in physical fitness after the first year of implementation. Moreover, the proportion of students achieving the recommendations for better health has improved in each of the fitness tests. Even by spending less time in academic courses, participants do not show any change in their academic performance. This suggests improved learning per unit of teaching time.