The purpose of this study is to explore the lived experiences of physical education teachers regarding opportunities to enhance children's motor skills during physical education lessons. The present study used Husserl's (1994) descriptive phenomenological method to explore the lived experiences of physical education teachers regarding opportunities to enhance children's motor skills during physical education lessons. The participants included 14 physical education teachers from Shiraz schools with at least three years of teaching experience and relevant education, and theoretical saturation was achieved after the interview. Data were collected through semi-structured interviews, and participants were asked to describe their work experiences. To validate the data, methods of verifiability, validity, and reliability were used, including coding analysis by another researcher, interviewee feedback, and confidentiality. Data analysis was conducted using the Brown and Clark (2006) thematic analysis method in six stages, and the codes were transformed into basic, organizing, and overarching themes. The results showed that the lived experience of physical education teachers of opportunities to strengthen children's motor skills during physical education lessons includes three main axes: one, educational and operational processes of the class, which includes educational design, classroom management, motor opportunities, teaching strategies, student motivation, and skill assessment. two, the teacher's professional competencies and activism, which includes teacher-student interaction, teacher's professional creativity, and teacher's professional growth; and three, support platforms and developmental outcomes, which include child developmental outcomes, school culture, and use of space and equipment.