The purpose of this qualitative descriptive study was to explore how teachers describe ways they use movement in the classroom in order to discover benefits and limitations of using movement breaks when working with SPED students in two charter schools on the East Coast of the United States. The brain-based learning theory was used to explore how teachers perceive the potential benefits of movement breaks in the classroom. The study was guided by one research question: How do elementary teachers (grades K-5) describe the perceived benefits and limitations of using movement breaks as an influence on SPED students' academics, attention, and behavior in the classroom in the classroom? The research question was broken down into three sub-research questions, which explored three areas of interest (i.e. attention, academic performance, and behavior). Thirteen SPED teachers participated in this study. Data sources were semi-structured interviews and a focus group. Thematic analysis, an analysis of data, and study finding discovered nine themes. The themes discussed many areas describing the pros and cons of using movement beaks. The results showed there are many pros in using movement breaks. The participants believed that movement has positive effects on the students' attention, behavior, and academic performance. Teachers also spoke on the lack of professional development provided by the school. They felt that movement should take precedence in education. Practical implication of this study explored how teachers describe the ways they use movement in the classroom in order to discover the benefits and limitations of using movement breaks in the classrooms when working with SPED students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]