The development of skillful movers is arguably one of the most important goals of physical education. According to the National Association for Sport and Physical Education (2004), skill proficiency and confidence are paramount to developing a lifelong commitment to being physically active. Yet these attributes are highly dependent on practitioners' analytical and interpretive judgments of observed performance as well as their prescription of appropriate intervention strategies for skill improvement. Alarmingly, research has repeatedly shown both pre- and in-service physical education teachers lack competency in movement analysis (e.g., Behets, 1996; Hoffman & Sembiante, 1975; Imwold & Hoffman, 1983). Consequently, traditional single subdisciplinary instruction in skill analysis and intervention in physical education teacher training programs is not working. Given the relationship between perceived competence and lifelong engagement in physical activity, the contention of this paper is that physical education teacher training programs must better prepare candidates in skill analysis. Toward that end, the efficacy and implementation of an integrated model is advocated. (Contains 3 figures.)