This study examined nine cohort teacher candidates from each of two physical education teacher education (PETE) programs developed teaching portfolios in three consecutive semesters of comparable courses: (1) elementary methods; (2) secondary methods; and (3) the student teaching internship. Studied were changes over time in teacher candidate reflection themes; perceptions of the portfolio process, its value, and construction; and the impact of portfolio implementation on professional development. Lesson reflections, weekly reflection logs, focus group interviews, and portfolio questionnaires served as qualitative data sources. Findings demonstrated many similarities in teacher candidate reflection themes for both universities during the 3-semester portfolio implementation. The findings revealed the importance of time and a structured plan for accomplishing positive professional development among teacher candidates. Teacher candidates exposed to a well developed and executed conceptual framework of coaching and conditions to promote adult development faired better than their counterparts without such an explicit framework. (Author/AA)