The purpose of this study was to describe Japanese elementary classroom teachers' experiences of teaching gymnastics in physical education. This study used a descriptive qualitative approach, grounded in the classroom ecological model, using in-depth, semistructured interviews about teaching gymnastics in physical education. Five teachers (4 males, 1 female) from five public elementary schools in Tokyo, Saitama, and Chiba regions of Japan voluntarily participated in this study. Three major interrelated and complex themes emerged from the data analyses: (a) facilitating peer feedback to improve student learning, (b) holding students accountable using self-reflection and self-evaluation, and (c) the struggles of executing ideal lessons. The findings demonstrate the reciprocal and dynamic nature of the teaching-learning environment in Japanese elementary physical education. Teachers must understand their students' learning interests and motivations and develop student social task systems in gymnastics lessons.