This qualitative study aimed to explore elementary school (ES) teachers’ role expectations for sports instructors (SIs) and the contexts that influence such expectations. The participants were six ES teachers who had team teaching experience with SIs and who frequently interacted with SIs outside of the classroom. Data were collected through in-depth interviews and documents such as the SI management plan. The data were analysed using inductive analysis. The trustworthiness of data was enhanced through peer debriefing and member checks with the participants. The findings revealed that the participants had three role expectations for SIs. These were influenced by each participant’s three role identities. First, as a team teaching partner, participants expected SIs who have a better understanding of physical education (PE) and students to perform as “semi-ES teachers”. Second, participants expected SIs to perform the role of “sports coach”, helping to produce better outcomes in school sports competitions, as a PE department head (member). Third, as a middle manager, they thought of SIs as “cooperative co-workers” who could adapt well to the school culture. These findings suggest that ES teachers’ identity confusion for SIs depended on the context of the interaction, which formed different role expectations for SIs.