The extent that the elementary school physical education teachers were able to achieve on curriculum decision-making, more or less, represented to what degree that physical education teacher's rights and interests could be realized. Purpose: this study was to investigate the contents of curriculum decision-making for elementary school physical education teachers and took all elementary school teachers. Methods: Penghu, Kinmen, and Matsu areas as the research population. Both quantitative and qualitative methodologies were taken. In quantitative side, we chose to use the questionnaire survey. By Stratified Random Sampling, we got 807 effective samples. Then descriptive statistics, one-way MANOVA, and Scheffe' method were used for post hoc comparison. On the one hand, we qualitatively observed three elementary school physical education teachers; and on the other hand, we also interviewed eight different school teaching manpower, including elementary school physical education teachers, section chiefs, and school principals. Documentary analyses were included, too. Results: The overall mean for elementary school physical education teachers on contents of curriculum decision-making was 3.51, meaning they tended to make decisions from time to time. Whereas taking every perspective into consideration, it showed that the contents decision scores the highest, followed by group's decision, objective decision, strategy decision, and resource application. When testing for variances among different background variables for elementary school physical education teacher deciding curriculum contents, it were sex, years of teaching, professional background, academic background, jobs, grade teaching, and workshops participation that resulted in the existence of significant differences. Conclusion: elementary school physical education teachers in general realized that "the decision of the content" is the main body of sports curriculum implementation, and also comprehended the meanings of what should be taught, why to teach, and even how to teach.