The lived experiences of physical education teachers play an important role in improving the quality of physical education education in secondary schools; therefore, the present study was conducted with the aim of explaining these experiences in South Khorasan Province. This study was conducted with a qualitative approach and using Husserl's descriptive phenomenological method (2012). The statistical population of the study was physical education teachers in South Khorasan Province in the first semester of the 1404-1405 academic year. Participants were selected using theoretical purposive sampling with an emphasis on the maximum diversity strategy. The entry criteria for the study included having at least 10 years of work experience, studying physical education, and having at least 12 hours of teaching experience in secondary schools. Data collection was carried out through semi-structured interviews, and the interview process continued until semantic saturation was achieved. Data analysis was performed using the seven-step method of Claise (1969) and using MAXQDA 2020 software. The analysis of experiences led to the identification and extraction of six main themes, including: teaching approaches, occupational and environmental challenges, professional training and development, professional capabilities, occupational motivational factors, and lived experiences transferred to students in the physical education class. According to the results of the study, utilizing the lived experiences of physical education teachers in developing educational management models enables the education system to provide the best opportunities for developing and supporting teachers. This approach, while optimally directing teachers' professional energy to promote students' physical health, strengthens their adaptation to environmental changes.