The most recent physical education teacher education (PETE) standards were published in 2009. Since that time, institutions seeking accreditation through the Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) have based their programs' assessments and data collection on these standards. The authors of this article compiled data from several specialized professional association (SPA) accreditation review cycles to ascertain where programs are most and least successful in meeting these standards. Common issues are identified and recommendations for avoiding common errors are offered in order to assist PETE programs with future SPA reports.