This qualitative study explored the experience of third through fifth grade teachers that use kinesthetic learning strategies (KLS) in the classroom and their perception of the student learning process. Most studies on kinesthetic learning have been student-centered, and research to examine the perspective of teachers expands our understanding of the psychomotor domain of learning. Generic qualitative inquiry was accomplished by conducting interviews on a virtual platform to collect data. The purposive sample included thirteen eligible participants that taught third, fourth, and fifth students in general education classrooms of public, private, and charter schools within the United States. Thematic analysis with constant comparison was conducted to identify patterns and themes that emerged from the data. The experience of teachers using KLS was determined to be complex and dynamic. Teachers acquire more favorable opinions of KLS as they professionally develop and identify the means to overcome the challenges. Sustained efforts to utilize KLS lead teachers to determine that the benefits of KLS outweigh the chaotic features that are naturally inherent to this modality. Teachers choose KLS because they recognize that psychomotor learning can facilitate the student learning process by evoking responses that enhance the cognitive and affective domains and positively influence social development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]