Prioritizing Physical Activity in Schools: Educational Leaders’ Perspectives Purpose The purpose of this study was to assess the perspectives of diverse school leaders relative to feasible physical activity (PA) policies and practices. Objectives Our main objective was to identify barriers to school PA and find creative solutions for overcoming them. A secondary objective was to assess school leaders’ perspectives on the integration of health and education as a function of ASCD’s (the largest professional organization for education leaders in the United States) and the Centers for Disease Control and Prevention’s Whole School, Whole Community, Whole Child model. Methods We held three focus groups from a convenience sample of ASCD school leaders (n = 20) from Washington, Oregon, and California. They were stratified by their experiential backgrounds (i.e., school, district, and varied-context levels), and we used a standardized protocol and script. Audio records were transcribed, and data were analyzed using the constant comparative method. Results Time requirements for other subject areas were identified as the primary barrier to school PA, and the absence of clear physical education (PE) outcomes was cited as cause for the marginalization of PE. Developing clear PE outcomes, especially focusing on physical fitness and PA, was posited as a solution. Participants agreed that numerous school opportunities for PA were needed, but legal liability was a concern. Although they supported subject matter content integration, leaders at all levels lacked familiarity with the Whole School, Whole Community, Whole Child model. Conclusions Limited time during the day is the greatest barrier to PA in schools, and programs without specific outcomes are allocated less time. Leaders recognize the importance of having multiple PA program opportunities and PE having clear outcomes. Implications for Policy School leaders from diverse levels should be enlisted when designing PA policy and practice. Policies that include measurable outcomes for PE may serve as a catalyst for improving programs.