Background. Physical Education (PE) is a core component of Malaysia’s primary school standard curriculum (KSSR), including basic gymnastics as a foundational element of movement education designed to introduce students to the discipline and prepare them for artistic gymnastics. Objective. This paper examines the challenges encountered in preparing Teaching and Facilitating (TnLf) activity sessions focused on gymnastic skills within Malaysian primary schools. Methods. This qualitative case study employed focus group discussions (FGDs) as its primary data collection method. Participants included five new teachers (less than three years of experience) and five experienced teachers (more than 15 years of experience), all of whom taught PE. Two FGDs were conducted online on separate days. Results. The study identified several key constraints affecting the implementation of effective physical education, specifically in gymnastics instruction. These included limited school resources (equipment and facilities), challenges faced by non-specialist and new teachers in meeting the requirements of the Standards for Curriculum and Assessment document, school management factors (time allocation and curriculum load), and teacher characteristics related to knowledge and skill gaps in gymnastics. The study also generated several suggestions for addressing these challenges. Conclusion. Effective PE TnLf activities are crucial for student development. To maximize their impact, a collaborative approach is essential. School management, teachers, and students must work together to understand and address the identified challenges. This collaborative effort will foster increased student motivation and engagement in physical activities, promoting the adoption of lifelong healthy lifestyles.