There has been considerable interest in recent years in the identification of teaching skills and competencies. Classroom based research has been able to determine effective teaching practices. These are teaching practices that result in positive learning outcomes (Borich, 1996). This understanding has led to the use of the term effective teaching when discussing teachers and the techniques they use to enhance student learning. In physical education, lessons are often regarded as successful when children are busy, happy, and good (Placek, 1983). Hickson and Fishburne (2002) found that student learning in physical education was of a low priority for both student teachers and experienced teachers. If children are to gain the knowledge, skills, attitudes and competencies necessary to develop active healthy lifestyles, they need to be exposed to quality school physical education programs. Therefore, supporting teachers in the development of teaching skills that are effective for student learning is an important goal. This study attempted to gain an understanding of how effective physical education teaching practices can be developed in elementary school teachers. Three teachers participated in a teacher development program that emphasized teaching effectiveness and student learning. A teaching model, designed and based on the research findings associated with effective teaching principles, formed the basis of the teacher development program. The program was introduced as an intervention program utilizing a single-case, multiple baseline research design. Student behavioural data, pre- and post-intervention, in physical education classes were recorded and analyzed through duration recording methods. Results of observation data indicated that all three teachers changed their teaching after participating in the teacher development program. Student engagement rates increased from a mean of 26.5% of lesson time to 72.0%. The time that students spent receiving information decreased from 26.5% to 13.8%. Likewise, wait time decreased from 5.9% to 0.8% of lesson time, and inappropriate activity decreased from a mean of 4.3% to 0%. Interview data from the three teacher participants suggested that their involvement was professionally rewarding and had helped their teaching of physical education. Student data indicated that they understood that their lessons had changed, that they were more active in their classes and had more opportunities to practice. It is hoped that the information gained from this study can provide insight on effective teaching practices that supports the development of "physically educated" school children.