This study is the final piece in a line of research examining the functioning of a successful district-wide elementary physical education (PE) program. Previous papers in this line examined the district and school structures and functioning, history, and student and parent perceptions of this program, collectively providing valuable insights into systemic success in PE. The present study uses a mixed methods design to examine the motivation, self-efficacy, and burnout of district elementary PE teachers. Survey results indicate that the teachers in this district experience (a) high levels of job-related motivation, (b) self-efficacy toward classroom tasks and student needs, and (c) low levels of burnout. Qualitative analysis provides a more detailed understanding of sources of burnout and of various coping mechanisms they use to deal with it. Additional insights and implications that could provide useful for other programs seeking systemic success are discussed.