Background: Since 1969, the annual United States Educational Gallup Poll has reported the ability to manage behavior and motivate students as a major challenge for teachers and the primary reason why novice teachers leave the profession prematurely. Indeed, over one-third of all new teachers resign within three years due to this perceived incapacity and their resultant frustration. The rate of teacher attrition globally in the first three years of teaching varies by country with such rates as high as 40% in the UK, to less than 5% in Germany, and in France the percentage is reported as insignificant. Although it is common for physical education teacher education (PETE) majors to graduate with knowledge and skills grounded in scientific principles, many do not develop the ability to manage problematic student behaviors. Consequently, physical educators, particularly those who are new to the profession, often have difficulty designing an environment that enhances student learning and promotes self-regulation, cooperation with others, and contributing positively to the school community. Faculty who teach in physical education teacher education (PETE) programs have a responsibility to prepare preservice teachers to meet the instructional needs of all students, including those who lack discipline and motivation. Moreover, they must develop their coursework and practica to include the competencies outlined by the national organization, which includes the ability to manage student behavior. Aims: The purpose of this descriptive survey study was twofold: (1) to describe the instructional behavior management practices and content taught in college/university PETE programs in the United States (US), and (2) to provide recommendations for enhancing behavior management education and training for preservice physical educators. Method: Participants were 134 PETE professionals teaching in colleges and universities throughout the US. Data were collected through the use of an online survey administered during the 2008-09 academic year. A four-part 51-item online survey, accessed from a surveymonkey website, was designed to examine the behavior management instructional practices and content of PETE professionals. Survey questions, which included both category-scaled and open-ended items, were developed from behavior management content knowledge and an extensive review of the literature. Results: The results were compared to those reported in a similar study conducted 20 years ago to determine if behavior management instruction and content has changed over the past two decades. Similar to the respondents in the similar study, this sample of physical education teacher educators spends relatively little teaching time on the topic of behavior management. The participants do believe, however, that teaching behavior management in preservice programs is important. Conclusion: Recommendations for enhancing preservice training in behavior management include: (1) more emphasis on behavior management in PETE coursework; (2) more practicum experiences in school settings, and (3) more behavior management training and experience for faculty teaching in PETE Programs. The implications of this study are discussed. Suggestions for future research and practice are offered such as infusing additional behavior management instruction, practical techniques, and practica across multiple PETE courses. (Contains 1 figure.)