This study is an autoethnography that describes and interprets the aspects of habitus embodied in the teaching body of elementary school teachers. To understand the teaching body of elementary school teachers, this study used the concept of ‘habitus’ advocated by Bourdieu and attempted to appropriate it in relation to teacher culture and educational practice. Accordingly, this study focused on internalization and externalization in the relationship between the subject of elementary school teachers and the cultural structure of teaching, and based on the philosophical basis of the concept of habitus, Merleau-Ponty's 'body schema' and 'acquisition of habits,' this study attempted to present specific and athletic aspects of elementary school teachers’ habitus. The characteristics of habitus embodied in the teaching body of elementary school teachers were captured around three cultural themes: the rehearsal, the old foundation, and the requested body schema, and each reveals how elementary school teachers become equipped with a teaching body, how their bodies become available for teaching, and what kind of body they are required to have. The rehearsal reveals the value and nature of rehearsals, a teacher's effort to acquire some kind of habit to form a teaching body. In the old foundation, how the teacher's past experience becomes the basis of the class is presented. In the demanded body schema, the tension between the national and educational requirements imposed on the body schema of elementary school teachers is presented.