The purpose of this study was to qualitatively evaluate the program that is determinate by realization of physically active breaks among toddles. The program contains various motor contents that can be used as physically active breaks. These contents were evaluated with already determined elements and among each other. The Program includes the implementation of four different kinds of contents: general preparatory exercises, stories followed by movement, multimedia content and kinesiological games. Sample of respondents contains 33 children aged from 1,8 to 3 years old, that attend the regular program of kindergarten Rijeka. A sample of qualitative variables was based on children perceptions of different kinds of motor content for physically active breaks. Contents were analyzed with the following variables: feasibility, interest, quality executive techniques, inclusion, digestibility, duration and efficiency regarding the goal. Activities were filmed and for the results of qualitative analysis was used the method of observation. Each variable was observed during the execution and afterwards, with the help of video surveillance. Two preschool teachers and a student evaluated these variables with: BAD (less than 50% of children), GOOD (more than 50%, but not all) and EXCELLENT (almost all, more or less 2 to 3 children). The results showed that stories followed by movement and kinesiological games were the best option of physically active break contents for toddlers. Multimedia contents were very good and the worst were general preparatory exercises. Physically active break can be used with toddlers and therefore stand for an interactive way to include toddlers in physical activity. Contents have to be appropriate for different ages of the children, their abilities and interests. The realization of these contents is determinate with professional competences of the preschool teachers.