Purpose: Building-up students’ physical competence and confidence by attaining knowledge and skills in the classroom setting can have a positive effect on health and well-being. Despite the profound physical education influence, little is known about the extent to which PE teacher’s motivation and resource utilization are linked to leisure-time PA. Thus, the purpose of the study was to examine whether elementary students’ leisure-time PA participation varies according to PE teacher’s motivations. Methods: Data were collected from 740 students self-administrated questionnaires and 48 PE class observations in which those students were nested across four schools located in urban Ohio, during 2016 -2017 Results: The analysis began with a one-way Random-Effects ANOVA model to determine variability of PA. The final model presented that individual variables as a predictor of leisure-time PA reduced the within student-level variance by 3.4% and the classroom factors accounted for 70 % of children’s activity. It is clear that the association between class characteristic variables are far stronger at class level than at the student levels (ICC 73%). The effect of average class factors varied across the mean PA, respectively, extrinsic motivation (γ01=13.83, p=0.001), intrinsic motivation (γ02=11.06, p=0.011), and leisure-time PA motivation (γ03 = 36.63, p =0.017). Conclusions: The study presented teachers’ motivations were positively related to leisure-time PA among elementary school students. Since there were few studies investigating the effects of classroom factors on leisure-time PA in accounting for student’s dependency within the classroom, the findings provided significant evidence that the classroom PE teachers can enhance the magnitude of student’s outside activity.