Movement Integration has emerged as a new teaching practice involving infusing physical activity into classroom teaching to support learning. Implementing Movement Integration in primary and lower secondary schools has proven challenging, and teachers need help transforming Movement Integration into meaningful pedagogy. In this article, I examine how teachers can integrate movement into classroom teaching. The point of departure is an action research project, where the teachers and researcher, in a joint effort, developed and tried out movement activities in classroom teaching. The examination embraces the basic structures in teaching and diverse existing conceptions of learning, pivotal to developing a practice-oriented pedagogy. The result is an eclectic threefold pedagogy of Movement Integration that aims at the contemporary purposes of teaching involving qualification, socialization, and subjectification. The pedagogy of Movement Integration has three categories: 1) Movement Integration and learning prerequisites, 2) Movement Integration and driving forces and 3) Enactive Movement Integration. Each category outlines purposes, didactic guidelines and challenges. Together, they form a pedagogy that teachers can apply to navigate the pedagogical landscape of MI and plan and carry out movement activities meaningful to teaching.