In this presentation, drawing on the notion of borderwork, gender and social class are examined as relating to the group divisions in the school’s physical education. Firstly, I show how borders are negotiated at the structural level of schooling and secondly, with empirical data from PE lessons, I analyse gender- and class-related borderwork situations at the micro-level of interaction. This ethnographic study was conducted in the physical education and health education lessons of 7th graders (13-14 year olds) in a secondary school in the metropolitan area of Finland. In the course of the participant observation I interviewed 27 pupils (13 girls and 14 boys) and two PE teachers. According to earlier studies, school subjects are not valued equally. My conceptualization is that borderwork is also enacted in the rhetoric of education by valuing theoretical subjects over the subjects related to the body. This valuation is connected not only to the dualist notion of the mind and body but also to other perceived dichotomies as manual-mental work, academic-vocational education and masculinity-femininity. In this study, it also became evident that organized sport activities were the ones that mattered at PE.