The purpose of this study was to explore teacher perceptions of the nature of sedentary behavior in the classroom and the pedagogy that guides instructional practices related to movement in the classroom. The basic beliefs of the elementary school community regarding movement, and opportunities that encourage or serve as barriers to movement-positive learning were explored in this study. This critical qualitative case study explored life inside the K-6 classroom and district policies that support or hinder movement-positive instruction. Findings included identifying perceptions of six teachers regarding non-sedentary instruction practices, as well as their current perceptions related to the use of movement in the classroom. The findings indicate that teacher perceptions and pedagogy significantly influence how physical movement is understood and planned for within lessons. Finally, more research is merited to gain insight into utilizing physical movement as a necessary and effective component of instruction. [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.]