The purpose of this study is to analyze problems and explore solutions for elementary physical education distance teacher training programs. For this purpose, four training lecturers were selected as research participants who had experience lecturing elementary school teachers in this program as of July of 2016. Also five elementary school teachers who had experience with both distance and in class, elementary physical education teacher were also selected as participants for this study. I conducted in-depth interviews with each of the nine participants and collected data to be analyzed through inductive category analysis. As a result, the following problems of elementary physical education distance teacher training program were identified : the limitations of one way communication, the absence of individualized learning methods, the weighted composition of content towards play and game, the unique limited characteristics of distance teacher training, the prejudice against elementary physical education distance teacher training program, and the lack of public relations. To improve these problems, this study considers the following measures necessary : improving the interaction by two-way communication, providing programs that consider learners’ demands and levels, balanced composition of contents that consider the whole domain, thorough comprehension check and assessment during the teacher training course, overcoming prejudices, and strengthening public relations for elementary physical education distance teacher training program.