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Using Max van Manen and Maurice Merleau-Ponty's phenomenology as the theoretical framework, this research focuses on the meaning(s) of the body within secondary core classes. The research questions are: How is the body situated in various forms within the secondary core classroom historically as well as currently? What are the teachers understandings of the way(s) in which bodies are situated in secondary schools? What meaning(s) do teachers in public high school core classes give to the body? With this research, knowledge of the body and the body s meaning in the core curriculum is addressed.