The purpose of this study was to examine the factors that enhance the commitment of elementary school teachers to teaching physical education. Using semi-structured interviews, qualitative data were collected from 12 elementary school teachers (10 males and 2 females) who were participating in a university long-term training program. A modified-grounded theory approach was used to analyze the data. The results indicated 3 categories, including 7 sub-categories and 14 concepts, that enhanced elementary school teachers' commitment to teaching physical education. The categories and sub-categories were (1) workplace environment and learning opportunities (support from other teachers, role expectation, and opportunities for participation in training programs), (2) teachers' belief in physical education (perception of its educational value and teaching viewpoint), and (3) reflective factors (observation of students and efficacy of teaching). All subjects placed value on support from experienced teachers and students' positive responses. In addition, the relationships among mutual categories and commitment suggested the importance of teachers' reflective practices through confirmation of students' learning. It is concluded that supportive school contexts designed to ensure that teachers acquire knowledge of content, teaching skills and ability to reflect on practices are needed in order to enhance the commitment of elementary school teachers to teaching physical education.