The purpose of this study was to investigate how the transtheoretical model oriented exercise strategy influenced elementary school students’ exercise behavior stages, physical activity and level shifting between stages. Using a purposive sampling method, 247 subjects (129 males and 118 females) among 4th, 5th and 6th grades at an elementary school in rural area were selected. Based on the processes of change in the transtheoretical model, ten exercise strategies were designed and all the subjects underwent a 12-week exercise intervention. All the subjects took pre-test and post-test using the stage of exercise inventory scale and the questionnaire on exercise participation. Data were analyzed through descriptive analysis, dependent samples t-test, chi-square test and covariance analyses. The results were indicated as: (1) After the intervention, the students presenting that significant progress in the stages of exercise behavior, presented it could increase students' exercise behavior. (2) After the intervention, the students presenting that significant progress in their physical activity. Therefore, students could exercise more frequently through appropriate intervention. (3) After the intervention, significant difference was found between the pre-test and the post-test on students' activity during level shifting between stages, not only increasing students' exercise desire (progress change outcome), but also involving an immediately action (jump change outcome). According to the results, the conclusion of this study was that exercise strategies could apply to elementary school students. Students would increase the amount of regular exercise and could do more in exercise and physical activity.