Relatively little is known about the use of structured physical education curricular models in physical education settings. The purpose of this study was to examine teachers' perspectives of various physical education curricular models. Teacher participants ranged from those involved in very structured curricular programs, to teachers that chose their own curricular content within a National and State standards based framework. Seventeen teachers with varying degrees of experience from elementary, junior high, and high schools, in two western USA states participated. Teachers were interviewed about their level of expertise within their field, self-efficacy issues, and various challenges faced within their profession, with attention placed upon perception of their physical education curricula. Two themes emerged: (a) teacher reaction to structured physical education curricula was varied and those with more experience had more positive perceptions, and (b) teacher fidelity to their adopted curricular model was influenced by training, accountability, and content efficacy.