Physical education teacher education (PETE) programs have contributed to the marginalization of physical education in three significant ways. First, the nature of content knowledge is contested. Is content knowledge disciplinary knowledge, or is movement the content knowledge of our field? Second, PETE has failed to produce a critical mass of K-12 teachers who can transform physical education programs to meet the needs of today's children and young adults. Third, the low status of physical education as legitimate academic content in public schools and higher education has contributed to its marginalization. The purpose of this article is to examine the influence of PETE programs on the marginalization of physical education in K-12 schools and to explore ways to improve the status of physical education.