Children’s health is a critical concern, and advocating for their well-being is essential for their future. To promote children’s health, it is suggested that they undertake an average of 60 minutes of daily physical activity. However, few children meet this recommendation. In efforts to increase children’s daily physical activity, they are recommended to use active transportation to different places such as walking or cycling to school, also known as active school transportation (AST). In accordance with this, the research in this thesis is expected to expand the existing knowledge about children’s active transportation. The overall aim of the thesis was to explore facilitating aspects of AST and how to make interventions feasible in a school context. The thesis is composed of four papers; the first is a scoping review, and papers II, III, and IV employ qualitative methodologies. Three papers included children as participants (I, II, IV), while two involved school personnel (III, IV). Data was collected from five separate databases (I), focus groups (IV), photovoice with group discussions (II), and individual interviews (III, IV). The data from the first paper was synthesized into a narrative format, while the analysis for the following papers was done using thematic analysis (II) and latent content analysis (III, IV). The findings indicated that psychosocial factors related to AST include confidence in ability, attitudes, social support, and social norms (I). Additionally, independence in active transportation is central, allowing children to engage more in play, spend time with peers, and connect with their community, thereby enhancing their confidence in their abilities (II). From a feasibility perspective, flexibility, meaningfulness, and support were identified as critical elements for the school personnel in executing the AST intervention (III). Finally, the intervention was attractive to children and school personnel for continued use, and interventions could benefit from engagement, togetherness, and gamification for motivation (IV). In conclusion, this thesis suggests that to make the active choice the easy choice, interventions could accommodate facilitating factors. Peer accompaniment, and the opportunity to engage in playful activities along their route, are particularly important for children using AST. Additionally, fostering independence in daily practices can enhance children’s personal development and confidence in their abilities, thereby acting as a facilitator for AST. Flexibility in the execution of the intervention and support including collaboration are key feasibility aspects that should be considered when designing a school-based intervention, particularly given their heavy workload. Understanding the motivations behind school personnels engagement and their acceptance of the interventions is also important. Visual results, enabled by progress tracking and gamification, were compelling motivators for teachers to participate in the intervention. Finally, to promote AST and foster children’s independence in such behaviour with school-based interventions, it should be made fun and playful for children, and easy for school personnel to incorporatein to the school context.