Given academic priorities and budgetary constraints in the current elementary school milieu, the classroom teacher will likely remain a primary physical education provider. Understanding classroom teachers' perspectives related to costs, benefits, and barriers to teaching physical education is essential to understanding physical education practices. Behavior choice theory was used as a framework to guide the investigation of teacher choices that influence physical activity behaviors of students. Elementary school classroom teachers were trained to use an evidence-based curriculum, supported with a 4-phase professional development program, and encouraged to provide consistent PE to their students. Eight teachers were purposefully selected and interviewed. Interview transcriptions were analyzed and yielded 187 meaning units and 23 themes. PE at the elementary school level included costs (e.g., actual instruction time, preparation time), barriers (e.g., equipment, environment, lack of training and support), and benefits (to students, teachers, and society) that impact classroom teachers' delivery of regular physical education. Results were discussed in terms of strategies for long-term professional development to overcome perceived costs and barriers to regular delivery of developmentally appropriate physical education (DAPE). (Contains 2 tables and 1 figure.)