The purpose of this study was to determine classroom teachers' and school administrators' (N=146) perceptions of physical activity (PA) integration into the academic classroom after participating in a day-long professional development (PD) workshop, and one year following the workshop. A retrospective pretest survey was administered to all participants at the close of the PD and one year later to measure participant perceptions across two levels: reaction to workshop quality and personal learning. Indicators of quality supported that the workshop was well planned, managed, and delivered. Results of paired-sample t-tests indicated a statistically significant improvement in participant understanding, ability to demonstrate comprehension, and apply concepts. Overall results of the one-year follow-up revealed that the levels of learning remained favorable and provided insight regarding the longer-term outcomes of teacher and student behaviors. The discussion addresses the importance of student-centered instruction, content specificity, professional collaboration, and school support in teacher professional development.