This study aims to discover pedagogues perceptions of children’s sedentary behavior linked to the school and its activities. Questions that the study sought to answer was: What do pedagogues think of when they hear “sedentary children”. How do the pedagogues look at their own and the schools responsibility? Advantages and disadvantages with sedentary behavior? Relationship between physical activity and sedentary behavior and the impact of environment connected to sedentary behavior? The study is qualitative and implemented through seven interviews with pedagogues in the schools earlier years. The result show that pedagogues connect sedentary to children`s time in front of different screen activities and that children are less able to spontaneously activate themselves these days. The responsibility the pedagogues saw they had was to offer and display and encourage children to motion and to provide a stimulating environment. Pedagogues connect benefits of sedentary with the ability to concentrate in learning environments. Disadvantages were linked to concentrations difficulties, lazier children, bad self-esteem and physical development. The environment was seen to play a crucial role for the pedagogues as well.