As part of the 2006 PETE Conference Keynote address, Judy Rink urged PETE Professionals to help Elementary Classroom teachers supplement their physical education programs by including physical activity within the classroom. In response to Rink's urging, a PETE professional provided a support system to help three Kindergarten teachers create a physical activity focus within their classrooms. Through the interpretivist paradigm this study sought to understand how three experienced Kindergarten teachers perceived change in their teaching practice due to the following four interventions and support provided: BrainGym®; Morning Movers; Alternative Seating; and Movement Centers. Data were gathered utilizing transcribed semi-structured interviews, classroom observations; and teacher journals. The constant comparative method was used to analyze the data and identify themes, and four trustworthiness strategies were used to assure accuracy and credibility of data: member checking, identifying negative cases, peer debriefing and triangulation of data. Findings noted that the participants perceived an improvement in student focus due to the use of the stability balls and seat cushions as alternative seating. Teachers indicated that BrainGym® activities and morning movers prepared the students for learning. Additionally, the teachers stated that the interventions improved their comfort of ensuring physical activity is an integral part of the students' day. As an indication of increased comfort with these interventions, the Kindergarten teachers shared strategies and equipment with other grade level teachers within the building. As a result of this yearlong project, these teachers are seeking additional avenues and support to increase the physical activity focus within their classrooms.Keyword(s): elementary issues, exercise/fitness/physical activity, research