Physical Education Teacher Education (PETE) programs typically require their graduates to learn to swim proficiently. However, the research base is underdeveloped regarding the aquatic experiences of African Americans in PETE programs. The purpose of this study was to explore the meaning African American PETE teacher candidates ascribe to their aquatic experiences. Participants were six African American teacher candidates. The research design was explanatory multiple-case study. The primary data sources were interviews and weekly journal reflections. Data from these sources were analyzed using the constant comparative method. The teacher candidates ascribed various meanings to their experiences, linking them to successes or traumatic events including criticism and race-based stereotypical views. Nevertheless, overcoming aqua-phobia and striving for success in the aquatic courses were common to the participants' journeys. Recommendations include a series of progressive aquatic courses to help students overcome aqua phobia, when necessary; increase swimming proficiency; and counter race-based sport stereotypes about African Americans.