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This quantitative study compared discipline referral rates and the amount of physical education offered in a rural, low-socioeconomic K-8 school in Tennessee. In addition, the study examined grade-level differences between disciplinary referrals and physical education. By highlighting the significance of increased physical education on disciplinary referrals, this study provides implications for practice on behalf of classroom teachers, physical educators, administrators, and policymakers at the state and district levels. The study contained 87 students who attended Middle View Elementary in Middle Tennessee. The Wilcoxon Signed-Rank and Kruskal-Wallis tests were utilized to make statistical comparisons and to address the research questions outlining this study. The results from the Wilcoxon Signed-Rank test found no statistically significant difference (p < .055) in disciplinary referral mean scores from the 2018-2019 and 2020-2021 school years at alpha level 0.05. Although close to the alpha-level threshold, the increased amount of physical education did not produce a statistically significant difference in disciplinary referral rates. Further, the non-parametric Kruskal-Wallis test results found a statistically significant difference across the three groups at alpha level 0.05. Based on Dunn’s post hoc comparison, groups one (second to fourth grade) and three (eighth grade) were statistically significantly different (sig 0.013) at alpha level 0.05. The group comparisons implied that increased physical education lessons decreased disciplinary referrals in elementary-aged students.