Teaching is an occupation that requires a considerable amount of emotional energy when interacting with students. Through in-depth interviews, field notes and journal entries the investigators examined the phenomenon of lived-positive emotionality (LPE) involving two physical education (PE) teachers. The purpose of this study was to determine the teachers' representation of LPE within PE and the perceived benefits that come from these types of experiences while teaching. Findings suggest that positive emotions are central to teaching, must be intentionally experienced, provide multiple benefits for self and student and beget a cycle of positive emotions.