Methods: Using the Theory of Planned Behavior (Ajzen 1991) as a theoretical framework, this study examined what administrators and teachers at a public elementary school located in a district in Northeast Georgia communicated as to their salient behavioral beliefs (attitude), normative beliefs (subjective norms), and control beliefs (perceived behavioral control) relative to the implementation of the district's written recess policy. Results: The results of this study demonstrated that teachers new to the field and those certified in early childhood education were more supportive of implementing the practice. The results further demonstrated that more experienced teachers and those certified in elementary education were less supportive. Implications for School Health Policy, Practice, and Equity: The findings in this study revealed that obtaining participant buy-in was critical for the implementation and that targeted professional development would be a suitable vehicle for improving school health for students. Conclusions: The most cited reasons for support for the policy were an understanding that an unstructured break was beneficial for students and that participants considered it a non-negotiable. The most cited reasons for a lack of support included more time needed for academics and a need for expanded behavioral consequences.