The purpose of this study was to understand the experience of teachers who incorporate kinesthetic movement within their elementary classrooms. The need for kinesthetic movement or physical activity, within an educational setting, can be supported by existing theories such as the theory of multiple intelligences, cognitive load theory, and experientialism. Recent changes in educational priorities have resulted in cuts to recess and physical education, which has prompted some teachers to implement this within their classroom. A basic qualitative study was used to find the perceptions of these elementary teachers on incorporating kinesthetic movement within the classroom. Teacher participants in a Midwest community allowed the researcher to observe movement breaks within the classroom and participated in an open-ended interview post-observation. Data analysis consisted of interview transcription, coding for themes, and appropriate software. Findings indicate that participants positively viewed the experiment and intend to continue with the process. [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.]