The study was conducted to (1) assess the secondary physical education curriculum in the coastal areas of the city and the province of Iloilo and (2) to enrich it with water-based physical education activities.Specifically it assessed the status of the Secondary Education Development Program (SEDP) physical education curriculum in terms of its accomplishments of the goals and objectives, curriculum content, instruction, facilities, equipment and materials, and teachers' professional preparation. The study also looked into significant differences in the perceptions of the students and the teachers as to the accomplishment of the goals and objectives, implementation and participation, reasons for non-implimentation and non-participation, and aquatic knowledge and skills, as well as preferences regarding the proposed water-based physical education curriculum. The descriptive research design using the analytical survey method was employed in the study. The respondents 389 students and 31 physical education teachers selected by purposive random sampling from thirteen secondary schools composed of national, national comprehensive, city barangay, and vocational-technical schools. Sources of data were questionnaire-checklists, rating scale, and physical education achievement test administered to the respondents. Statistical techniques used were percentages, means, standard deviations, t-test, one-way ANOVA, and Scheffe's test. Significant level was set at .05. The findings of the study are: 1. The goals and objectives of the SEDP physical education curriculum were somewhat accomplished, although the teachers' and the students' perceptions were not significant. The difference in the perception of the three groups of students with low, medium, and high GPA's was significant. 2. As to curriculum content, the teachers liked to teach all of the twenty SEDP physical education curricular activities, except conditioning exercises. 3. As regards instruction, the respondents perceived that the twenty physical education activities were implemented and participated in only to some extent because of inadequate physical education facilities, athletic and sports equipment and maerials. The difference in perception was not significant, although the reasons for non-implementation and non-participation were significant. 4. Water-based and physical education indoor and outdoor facilities, athletics and sports equipment and reference materials were available, but these were not adequate. 5. In terms of teachers' professional preparation, the majority were physical education majors, were actively involved in school and community affairs, and had sufficient teaching, coaching, and officiating experiences. 6. In terms of teacher;s and the students' preferences regarding the proposed water-based physical education curriculum, all the activities were very much liked and difference in preference was significant. The respondents possessed fairly adequate aquatic knowledge and skills. Difference in knowledge and skills was significant in favor of the students. The over-all results revealed that the implementation of the SEDP physical education activities and the accomplishments of the goals and objectives were somehow related to the perceptions and preferences of the respondents as well as to the adequacy of facilities, equipment, and materials.