Defining the quantifiable elements of a highly qualified physical education teacher is challenging. For the past two years, a task force of the National Association for Sport and Physical Education (NASPE) has worked on describing characteristics associated with highly qualified physical education teachers. Highly qualified teachers are needed to design and deliver the content of quality physical education programs. How will future physical education teachers begin the journey to becoming highly qualified? Do current physical education teachers demonstrate the attributes of a highly qualified teacher? Is there assistance available from other physical education teachers along the road to becoming highly qualified? The purpose of this article is to address these questions and provide suggestions to guide current and future professionals toward becoming recognized as highly qualified physical education teachers. To help maintain focus, a point of initial employment/licensure has been selected as the "line of demarcation." Suggestions and ideas will address the time span prior to one's employability as an educator and after one is employed as a professional, or licensed as a physical educator. The article provides several checklists to assist in the quest to be a highly qualified physical education teacher. These checklists are not meant to be "all inclusive," nor is it expected that each individual will meet or exceed every checklist item. However, it is hoped that the items on the checklist can assist one on their journey to becoming a highly qualified physical education teacher.