Technology-enhanced embodied learning is argued to have the potential to revolutionize K-12 education. Despite the affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at slow pace. Slow adoption of technological innovation is not a new issue in the education arena. Several factors are contributing to why in-service teachers are being reluctant to adopt educational innovations. This study investigated the concerns of 31 in-service primary education teachers about adopting technology-enhanced embodied learning using the Concerns-Based Adoption Model (CBAM). A Professional Development (PD) programme composed of two phases -- a Training phase (including experiential workshops) and a Practical phase (including teachers' enactment of technologyenhanced embodied learning in their classrooms) -- allowed for the mitigation of these concerns. The study documents also the impact of the PD programme on the effective adoption of technology-enhanced embodied learning in teachers' classrooms. Overall, this study elaborates on the use of the CBAM model and provides a rich description of a successful PD programme, which can inform future efforts in this area. Taking into account and addressing teachers' concerns through PD lays the groundwork for the successful adoption of technology-enhanced embodied learning to nourish education.