Purpose: The aim of this study was to develop, implement, and evaluate a 16-lesson integrated physical education program focusing on Indigenous games: Education, Movement, and Understanding (EMU). Method: The study aligned with current physical education, English, and mathematics syllabi and involved 105 children (9-12 years) from two primary schools (Awabakal Country, Australia; 2020). Children participated in sixteen 45-60 min EMU lessons over 8 weeks, with feasibility and preliminary efficacy outcomes assessed via mixed methods. Results: EMU was delivered successfully by the research team, with excellent student and teacher evaluations (M = 4.36--5.0 across 20 items). Improvements resulted for children's cardiorespiratory fitness (d = 0.37, p = 0.001), enjoyment of sport (d = 0.27, p = 0.024), physical self-perceptions (d = 0.27, p = 0.043), and academic achievement (spelling d = 0.91, addition d = 0.40, subtraction d = 0.53, and division d = 0.68). No significant changes in wellbeing or multiplication scores resulted. Conclusion: Our results provide support for the feasibility and preliminary efficacy of EMU as a beneficial and enjoyable integrated primary school physical education program.