Physical Education is of vital importance as it contributes to improved fitness levels as well as enhance children’s physical, social and mental development. The purpose of the study was to investigate the challenges that hinder implementation of Physical Education instruction in public primary schools in Nyamira South Sub-County in Kenya. Derived from the study, this paper explores the impact of teachers’ attitudes in the implementation of PE instruction in schools. Data was collected using a questionnaire and observation checklist. Both stratified and simple random sampling techniques were used to obtain a sample of 278 public primary school teachers. The study employed a descriptive survey research design. Descriptive and inferential statistics were used to analyse data. Frequencies and percentage were used to summarize teachers’ background characteristics. Means and standard deviations were used to describe prevailing levels of teacher training in PE, teacher attitude towards PE, learner gender and learner age towards PE. Thematic analysis was employed in analysing recurrent themes emanating from PE lesson observations. The statistical package for social sciences (SPSS version 20) aided in the analysis of data. The results showed that most of the teachers of PE in Nyamira South Sub-County did not take PE lessons seriously. They either did not teach it or used the PE hours to cover other subjects in the school syllabus. Therefore, the study recommends that the government, through the Ministry of Education, should make PE examinable in order to redress negative attitude.