Physical education plays an important role for students in education. Several research studies support physical education’s significance for the mind and body. Teachers hold different views regarding the importance of physical education as a school subject; some believe in other subjects, such as math and science, and others think it is essential for students. Teachers’ perspectives on physical education have been extensively studied in Western contexts. However, there is little research in Saudi Arabia on the challenges and experiences of teachers who are not specialized in physical education. This gap limits understanding of how cultural, educational, social, and economic factors shape their views. This study explores the perspectives and experiences of teachers delivering physical education in female schools in Saudi Arabia, a unique context where the subject was only recently introduced following the launch of Saudi Arabia’s Vision 2030 as part of a national reform effort to improve education quality and empower girls. The study applied case study methodology, and that involved five individual teacher interviews, revealing two main themes. First, teachers emphasized the importance of developing students’ movement competencies to promote personal growth and health benefits. Second, they expressed concerns about barriers in physical education, such as limited practical teaching, insufficient resources, and a lack of expertise. Yet teachers expressed concerns about the lack of practical sessions in physical education classes. Teachers’ perspectives in the present study showed the need to review the physical education curriculum to align with the need to strengthen students physically and mentally. For teachers, a greater investment in professional development is essential to foster meaningful change, inform future research, and help teachers improve the quality of physical education.