Given academic priorities and budgetary constraints in the current elementary school milieu, reliance on credentialed physical education (PE) teachers as indirect service providers is an import part of the equation in arresting children's current health trends related to low physical activity rates. Consequently, the classroom teacher (CRT) (albeit, with support from credentialed PE teachers) will likely remain responsible as a primary PE provider. Understanding CRTs' perspectives related to the costs and benefits of, and barriers to, teaching developmentally appropriate PE is essential to understanding why districts, schools, and teachers are often not able (or willing) to mandate, support, or regularly deliver PE. CRTs (26) were trained to use an evidence-based curriculum (i.e., CATCH), subsequently supported with a 4-phase professional development program, and encouraged to provide PE (approximately 100 minutes per week) to their students. Near the end of the professional development program (October through May), eight CRTs were purposefully selected and interviewed using a semi-structured format. Data was analyzed inductively by following the strategies described by Patton (2005). Primarily, these strategies allowed themes to emerge from the content communicated by the eight CRTs. Each audio-taped interview was transcribed verbatim and then analyzed by each of three researchers. Content analysis yielded 187 meaning units, 24 lower-order themes, and 3 higher-order themes related to elementary school CRT's commitment to and follow-through in teaching PE. Teaching PE at the elementary school level included several costs: actual PE instruction time, outside of class preparation time, in-class time to support PE instruction, school costs and student costs. Barriers to teaching PE were primarily framed by academic priorities and included: resources (equipment, environment, and curriculum), lack of training/uniformity, and lack of support or prioritization. Teachers discussed benefits of regularly delivered physical education that related to students, teachers, and society. Finally, the professional development progression was evaluated in terms of the facilitative factors and areas that could be strengthened. The findings of this study provided evidence that a progressive, year-long professional development program can effectively educate, train, and support CRTs in planning and delivering PE. Furthermore, the bulk of the professional development can be the result of collaboration between a PE Specialist and a CRT implemented during class time: a minimally invasive and ecologically valid format. Results were discussed in terms of congruence with previous research investigating long-term professional development for classroom teachers, strategies for sustainable CRT led developmentally appropriate PE, and future research needs.Keyword(s): administration/mgmt, obesity issues, physical education PK-12