This research project aimed to investigate teachers’ and children’s perceptions on the amount of time children are physically active in physical education (PE) lessons. Four Key Stage one (KS1) lessons were observed, focussing on monitoring how the time was spent during 30 second intervals. This data was collaborated alongside four interviews with the teachers and four group interviews with the children. The research identified pedagogical approaches, behaviour and the perceived importance of PE to be factors affecting the time children had to be physically active. The research concludes that a greater emphasis on training teachers to provide more physically active lessons is needed alongside increasing the perceived importance of PE.