The purpose of this study was to give deeper meaning into understanding many different experiences with regards to the process of writing PE textbook from the narrative point of view. The subject at the center of this study was one elementary PE specialist with purposeful sampling who has fifteen years of experience in teaching at elementary schools. Data for this study was collected through in-depth interviews, participant observation and intense documentation during a twelve month period. The collected data was analyzed by a process of transcription, coding, theme formation and NVivo 10 program. In order to enhance the validity of the data collection taken, triangulation, peer debriefing, and member check techniques were also used. The results from this study indicated that there are four types of waiting and the three types of meaning. The four types of waiting are 'my life of living, learning and thinking', 'teacher's true feeling in curriculum', 'the gap between the writer and teachers, students', 'the wisdom in PE textbook'. The three types of meaning are 'the side of time', 'the side of connection', 'the side of relation'. Based on these findings we have discovered how narrative viewpoint can have influence on the process of writing PE textbook and the need to look at PE textbooks through the narrative point of view for greater understanding and value of the writer's experience.