The Indonesian Ministry of Education and Culture has made various efforts to improve the development and quality of education in Indonesia, one of which is developing a national education curriculum, the curriculum 2013 (K13), which began to be implemented in 2013 in several target schools. The aim of this study is to find out what obstacles and supporting factors are felt by P.E. Teachers in implementing K13 learning in schools. This type of research is qualitative research using a single instrumental case study approach that focuses on a particular issue or problem. Data sources are P.E. teachers of SMP N 1 Bantul, SMP N 2 Bantul, SMP N 1 Piyungan, SMP N 1 Banguntapan, and SMP N 1 Sewon selected by means of purposive sampling. Data collection techniques are interviews and documentation. Data analysis techniques that will be carried out by researchers include analysis before in the field of data analysis obtained from preliminary studies, or secondary data. Analysis during the field using an interactive analysis model. Through four steps include: data collection, data reduction (summarizing), data presentation, and drawing conclusions or verification. The results of obstacles in implementing K13 in Bantul Regency are that the training given to P.E. teachers has not been sufficient to be directly implemented in each school, teachers cannot operate computers in practice, in lesson plan teachers still depend on each other administration to colleagues in the MGMP community, the assessment system is too many, the textbooks do not have usage guidelines so that teachers and students have difficulty, the school does not have basic infrastructure. Supporting factors for the Implementation of K13 in physical education conducts training to provide provisions to P.E. teachers, MGMP community administrators play an active role in helping teachers to prepare learning tools, procurement of supporting books other than textbooks from the government such as student worksheets can be held easily, the principal holds regular internal meetings to discuss the progress of learning K13, each class has an LCD projector for the learning process of Physical Education. It can be concluded that P.E. teachers is still facing the obstacle to run the curriculum 2013 (K13), in the meantime, P.E. teachers have some supporting factors to solve the obstacle.