Today, children are at risk for disease stemming from the prevalence of sedentary behaviors. Schools are largely obesogenic environments but have the potential to promote and provide opportunities to meet the recommended daily minutes of physical activity. Yet educators must be prepared to do so. The objective of this review was to examine the strength of evidence from studies on professional development effectiveness in order to make recommendations on how to structure such experiences to prepare teachers to promote and provide physical activity in schools. Effective strategies for professional development that were confirmed in the literature focused on knowledge of subject matter, collective and collaborative participation, continual and long in duration, coherence with student learning, active learning, and the building of a community of practice. Further, research to examine the effectiveness of professional development on student physical activity participation within the school environment is warranted.