The aim was to study long-term effects on motor skills and school performance of increased Physical Education. All pupils born 1990-92 from one school were included in a longitudinal study during nine years. An intervention group (n=129) achieved daily PE (5x45 minutes/week) and if needed one extra lesson of adapted motor training. The control group (n=91) had PE two lessons/week. Motor skills were evaluated by the MUGI observation checklist and school achievements by marks in Swedish, English, Mathematics, PE and proportion of pupils who qualified for upper secondary school. Findings: In school year 9 there were no motor skills deficits in 93% of pupils in the intervention group compared to 53% in the control group (p<0.001), 96% of the pupils in the intervention group compared to 89% in the control group (p<0.05) qualified for upper secondary school. The sum of evaluated marks was higher among boys in the intervention group than in the control group (p<0.05). Interpretation: Daily PEH and adapted motor skills training during the compulsory school years is a feasible way to improve not only motor skills but also school performance and the proportion of pupils who qualify for upper secondary school. Key words: Compulsory school, grading, learning, Mugi observation checklist, motor training, physical education, pupil, upper secondary school.