This action research self-study tells the story of my professional learning journey. The purpose of this research is to explore how I can embed physical literacy (PL) informed Physical Education (PE) at primary level. My values of respect, democracy and voice are interwoven throughout as key contributors to the research and an extension of my Froebelian values. I endeavour to live more closely to my values and move primary PE forward from a performative and sports-based model in my practice. Literature Review: I present a critical review of the pertinent literature that details how PL potentially informs PE. Much of the existing research to date has been a top-down approach and a lacuna of data has emerged in the field. The literature also highlights that there is a continuing epidemic of physical inactivity. Thus, what is taught and how the increased time afforded to PE in the Draft Primary Curriculum Framework (NCCA, 2020) demands consideration. These theoretical insights inform my journey. Methodology: The participants of this action research were in a multi-grade third- and fourth-class co-educational setting. Qualitative research methods guided the research. I designed and planned an intervention that involved three strategies. These strategies included PE as teaching and learning, mapping the PL journey as assessment and meaningful PE strategies as an extension of PL. Results: I present a thematic analysis and discussion of the data. Three themes emerged from the data sets which include 1. Physical Literacy as a Model of PE for All 2.Increased Value and Engagement in Physical Education 3. A Physical Literacy Disposition in Physical Education. Conclusion: This research makes an original contribution to the field of PL by providing more evidence, advocacy and support to make PL a more tangible concept in practice. PL has been the catalyst for a new emphasis in PE and PL disposition. It is now time to take the ball, run with it and move Primary PE forward in an era of Curriculum reform in Irish education.