School-related sedentary behaviors are associated with adverse health outcomes and poor academic achievement of elementary students. Dynamic seats, where chairs allow movement, are an intervention that increases physical activity without interrupting academic instruction. The purpose of this phenomenological study was to explore teachers' perceptions regarding dynamic seats in the elementary general education classroom. Eight Title-I teachers in Kindergarten through third grade participated in this study. Through the analysis of a questionnaire and group interviews, the educators' lived experiences with dynamic seats were revealed. All participants were in favor of using dynamic seats to improve the in-seat and on-task behavior of students. However, teachers emphasized the importance of finding the seat that works best for each student. This study will inform educational stakeholders of dynamic seating's influence on students' in-seat and on-task behavior as it identifies the advantages and disadvantages of traditional versus dynamic seats. [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.]