Relatively little is known about the use of standardized physical education curricular models and teachers perceptions of and fidelity to such curricula. The purpose of this study was to examine teachers perceptions of and fidelity to a standardized physical education curricular model (i.e., Dynamic Physical Education [DPE]). Participants for this study were 20 teachers working in 18 elementary schools in the southwestern United States. Prior to the study, teachers were categorized into high-support or nonsupport district groups using a previously validated instrument. Data collection included formal and informal interviews, as well as classroom observations. Trustworthiness measures included data triangulation, peer review, member checks, and a search for negative cases. Three themes emerged from the data: (a) teachers support levels influenced their perceptions of and fidelity levels to the curriculum, (b) management techniques emerged as the most important aspect of the DPE curriculum, and (c) teachers consensus on the primary purpose of physical education.