The purpose of this study was to describe and explain experiences and pedagogical practices of PE teachers in elementary PE programs. Situated in positioning theory, the research approach was descriptive– qualitative. The primary sources of data were a survey questionnaire, face to face interviews, and follow-up e-mails. Three major interrelated and complex themes emerged from the data analysis. These recurrent themes were (a) race and cultural-based stereotype, (b) social inclusion and communication challenges, and (c) PE teachers’ learning experiences.There is pressing need for PE teacher candidates and practicing teachers to receive professional preparation and development training in implementing culturally and ethnolinguistically relevant pedagogies effectively.