Similar to the trends witnessed in other countries (see Burrows, 2011; Evans & Rich, 2009; 2011; Rich, 2010; Rich & Perhamus, 2010; Vander Schee & Gard, 2011), partnerships between public health policy and education curricula are being pursued within the Canadian schooling context. In the province of Manitoba, Canada, government has initiated policy change to support directives linking child and youth development, health, and education through a policy initiative called Healthy Schools. Envisioning a broad and holistic view of health, the inter-governmental and inter-sectoral relationships derived from this initiative have sparked dialogue and debate. Using a post-structural feminist framework, this qualitative research project explores how professionals within health and education government sectors discursively produce notions of “health” and “education”. Interviews with government officials, school division representatives, public health authorities, public health nurses, guidance counselor supervisors, and physical education supervisors, illustrates how power relations expose commonalities, contradictions and collaborative potentialities within and among health and education professions. This presentation concludes by arguing for the need to continue to move boundaries within and between government sectors as a means of re-thinking health knowledge and pedagogy, while continuing to promote knowledge sharing practices, policies and programs.