The present study explores Finnish preservice subject teachers’ perspectives and experiences withmovement integration in academic classrooms. In the study, 44 subject teachers applied an integratedapproach to infuse physical activity into a required teacher-preparatory course. The program’s framework is the constructivist learning approach. Data were collected through interviews, classroom observations and field notes. The findings show that movement integration was a new concept for thepreservice teachers and that their experience positively influenced their beliefs regarding the use of thatconcept in academic lessons. Thus, it is possible to support implementation of movement integration intosecondary academic classrooms.