The purpose of this study was to explore effective elementary physical education instructional strategies of three elementary teachers. They majored secondary physical education before employment as elementary physical education specialists. Interview, non-participant observation, and document analysis were conducted to the three elementary physical education specialists. A constant comparative method(Glaser & Strauss, 1967) was used to analyze collected data. In teaching styles, the elementary teachers tended to follow the teaching format of explaining tasks first, providing teacher or student demonstrations, and having their students practice motor skills lastly. They were flexible in implementing their ideas of teaching elementary physical education and tried to accommodate the individual differences in motor skill levels. They made attempts to reduce unnecessary waiting time of students and to increase ALT-PE. They endeavored to maximize the participation of students and the joy of physical activities. In task presentations of their area of expertise, they were confident in providing specific learning cues and accurate demonstrations. In contrast, they were limited in presenting learning cues and demonstrations of their area of non-expertise.