The purpose of this study was to explore teachers' perceptions of physical education classes in an urban Korean primary school. Furthermore, this study tried to interpret how teachers' beliefs were reflected in their teaching. One primary school with seventeen teachers was selected as the site for a case study. Data were collected by participant observation, informal interviews and field notes. Inductive analysis was used to organise the data throughout the research process. Three factors emerged that characterised teachers' perceptions of physical education: the low status of the physical education program, teachers' disengagement with the subject matter, and their lack of pedagogical knowledge. It was concluded that primary school teachers have a very limited view of their responsibilities for implementing physical education programs and seem to be part of the sustainable silences ascribed to physical education classes in primary schools
