In the area of neurophysiology, it has been found that there is a great influence of motor development in the processing of music. Therefore, bodily expression seems to be an ideal way to approach musical rhythm on the school stage. The purpose of this research, which is part of a larger study, was to understand how music teachers in Chilean primary education perceive the relationship between rhythm and movement. In doing so, we sought to find links between their teaching practice and the theories and findings that address the cognitive relationships between these aspects. Data were collected by applying an online questionnaire to a population of 203 Chilean teachers. Within this instrument, eleven closed questions were included referring to the binomial rhythm-movement and three open questions related to rhythmic training in the classroom and the use of musical instruments. The information gathered revealed that the interviewees agree that the most effective means to develop rhythmic skills is body movement. Music teachers incorporate marching, dancing, choreographic structures, and body percussion to favor the acquisition of pulse, accents, and rhythmic phrases. Similarly, motor expression is frequently used as a didactic resource in group learning activities.