Studies revealed that teacher-centered instruction has been the main pedagogical strategy for teaching physical education classes in K-12 in Macau China. The paucity of studies revealed teaching strategies in kindergartens when practitioners played and worked closely with children and encouraged them to participate actively. This study aimed to examine what teaching styles teachers intended to employ and to reveal the correlation and factors which influenced teachers’ implementation of different teaching styles. Based on the theory and framework of the Spectrum of Teaching Styles (Mosston and Ashworth, 2002), a qualitative phenomenological approach was selected. Data sources included: semi-structured interviews, observational filed notes, and teaching artifacts. Data were analyzed using open and axial coding (Corbin & Strauss, 2008).Trustworthiness was established through data triangulation, peer review, and member checks. The findings indicated two themes: Consideration of learning environment and importance of the clarity in learning objectives. Experience teachers could balance the amount of time that spent on different sessions and explained the value of play with the use of reproductive styles in kindergartens. Further studies may involve lessons study and teachers’ professional development of employing different teaching styles for achieving certain outcomes for a child’s well-being in all areas.