This study examines how teachers with physically active learning (PAL) competence incorporate this method in their English teaching. PAL is an educational approach that combines physical activity with academic content. The master thesis investigates the following research question: “How do teachers at PAL schools implement physically active learning in the English subject, and what can English teachers, in general, learn from the PAL methodology?” The second half of the question was included because we wanted our research to be of relevance to all teachers of the English subject. To answer the main research question, we have supplied two additional sub-research questions: “How can physically active learning foster students' reading, writing, oral, and digital skills in the English subject?” and “What are the main facilitators and barriers for implementing PAL in the English subject?” We chose this area of focus for several reasons. First, we are both PE teachers and, therefore, naturally interested in being physically active. In addition, it's important for students to take a break from sitting at their desks, especially since Norwegian children are less active than before. PAL can help break up the monotony and improve overall well-being and provide physical and mental advantages. Therefore, we wanted to investigate how academic content can be delivered through the integration of movement. In short, we wanted to know if PAL is a viable method to use in the English classroom to meet curricular goals. We collected data using a qualitative approach. We observed one of our informants during teaching and conducted interviews with two informants. The data was coded and sorted into appropriate categories that emerged. Our observations were used to supplement the interview to gain a greater understanding of the teacher’s didactic choices. Interviews were transcribed and analyzed. Finally, we used this data to answer our research question. Our findings indicate that teachers with PAL competence use PAL to meet curricular goals and facilitate movement, engagement, cooperation, and communication. To summarize, what other teachers can learn from this study is that physically active learning (PAL) should not be confused with physical education (PE). The primary objective of PAL is combining movement with the delivery of academic content. Our informants emphasize how a PAL approach is holistic and can provide benefits beyond the academic ones in a holistic fashion. They emphasize the social and enjoyable aspects of learning and how this can contribute to the joy of learning.