Purpose: Movement integration (MI) is a method to increase physical activity with numerous learning outcomes. However, MI implementation is low. The purpose of this study was to investigate the effects of a job-embedded professional development intervention on teachers' MI barriers. An implementation science approach was used. Methods: The intervention was developed and delivered through six procedures. Mixed-methods data were used to develop the intervention and assess outcomes. The intervention was delivered over 3 weeks to 12 participants. Results: Reported barriers included time constraints, lack of space, fear of losing control, and limited confidence and competence. Results indicated a significant increase in teachers' self-reported MI use from pre- to postimplementation (Z = -2.138, p = 0.0165, r = 0.6), improved confidence (p = 0.048), and a strong positive correlation ([tau][subscript b] = 0.627, p = 0.018) between confidence and competence. Conclusion: Job-embedded professional development may be an effective strategy to support teachers in overcoming barriers to MI.