Previous research has addressed how societal demands shape ideas about appropriate practices in physical education (PE) and the consequences for those involved and for society at large. It has also highlighted the influential role of groups and organisations, including PE teachers, in shaping PE practices. However, the significance of school leaders in driving change in PE practices has been largely overlooked, despite their crucial responsibilities in decision-making, division of labour, and resource allocation. To address this gap, this study answers the following research question: what types of institutional work do Swedish school leaders engage in as they navigate government-initiated policy? Guided by the institutional work perspective and data collected in semi-structured interviews with 13 school leaders, the thematic analysis reveals that school leaders engage in structural work, operational work, conceptual work, and relational work when navigating government-initiated policy. In more empirical terms, the results indicate that most of the power to shape the implementation process is passed on to PE teachers. This suggests that although school leaders have substantial control over strategic resources and wield other forms of power, they do not necessarily significantly influence practices and beliefs in PE. The theoretical significance of these findings lies in their ability to shed light on how changes occur and explain how such changes impact widely accepted norms, rules, and structures. In practice, knowledge of how ideas and practices guide future decisions can be used in efforts to support those working in, working with, or striving to develop PE, including decision-makers, school leaders, and PE teachers.