Students enter physical education teacher education (PETE) programs with preconceived notions about what it means to be a physical educator, developed in response to their own experiences in K-12 physical education. These preconceived notions may be flawed or incomplete and, in order to be effective, PETE programs must help preservice teachers question and critique their prior experiences. Reflection is a key component of this process. Among other strategies, student autobiographical essays can help preservice teachers to better understand the effect of their own socialization on their current perspectives as aspiring teachers. This article elaborates on the use of autobiographies as a pedagogical tool within PETE. A sample student autobiography is presented, and the strategy is positioned within the framework of occupational socialization theory.