The study reported in this paper examined how physical education teachers who have not received formal training learn to teach. The central research question addressed was: What teaching practices do nonformally trained physical education teachers exhibit, and from what sources do they gain the knowledge for such practices? In addressing this question, three hypotheses are considered, concerning physical education teachers who have not received formal training: (1) they equate performance skill with the ability to teach; (2) they may be competent performers of an activity, but possess low measures of pedagogical content knowledge in that area; and (3) they do not reflect on their teaching. Profiles are presented of two university students who were also instructors in the physical education department, one in volleyball, the other in fencing. The results of the study indicate that prior educational experiences did play a role in how the two instructors learned to teach. In a discussion of implications for teacher education programs, it is suggested that teacher training candidates experience a similar self-education process prior to their formal preservice training. Left unchecked, however, these views about teaching may remain dormant only to re-emerge after the preservice training period. (JD)