The purpose of this study was to identify the effect of Physical Educaion Instructional Supervision Program(PEISP) on the teaching behaviors and perspectives. Two types of PEISP on the teaching skills(feedback, management) were developed by researcher according to the procedures of teaching behacior modificaion planning and peer supervising, and were perspectives was developed by researcher based on the Lee, J (1993), Park, M.G(1993) and revised partially by the two professionals for the validity. PEISP program on the teaching skills imcluded target behaviors and definitions, sperific tasks level and direction, techniques of observation and data-based feedback, procedure of supervision, analysis techniques of materials observation instruments, and data summary form. And the questionnaire of teaching perspevtives composed of 11questions included teacher\'s perception, attitudes, and self-confidence toward elementary physical educaion. An experenced teacher and a beginning teacher in the elementary shcools were seleted as subjects who wanted to joint with pleasure. Before experienced teacher and a beginning teacher in the elementary schools were selected as subjects who wanted to joint with pleasure. Before the supervision, Baseline data of target behaviors were collected and analysed and set up task levels and directions of each target behavior by researcher. And all of subjects were treated PEISP through the 12 weeks by the Multiple-baseline Design. Subjects were interviewed and wrote daily lesson diary. Teaching perspectives were inquired with in-depth interview at the beginning and the final of supervision period by researcher. And the lesson diary was analysed to confirm changes of teaching perspectives. Finings were discussed, And the results of this research as belows; First, Physical Education Instructional Supervision Program(PEISP) affected positively on the development of physical education teaching skills. Thfough the supervision period, The level and direction of target behaviors(feedback and management) of the subjects were changed repeatedly to intentional levels and directions. But is no differences to the career.