By educating pre-service teachers about new pedagogical strategies and techniques, the intention is to address and change ineffective practices in physical education so that children learn to love movement and engage in regular physical activity for their health and wellness. However, as Lortie (1975) suggests, experience is more powerful than theory and changing beliefs of students entering pre-service teaching programs is challenging and will require a focused effort throughout the program for misconceptions to be addressed. The purpose of this study was to investigate the process of conceptual change as related to the PETE program experience and student teaching practicum. Two physical education student teachers participated during an eight-week long elementary practicum experience. Interviews were conducted with student teachers, their cooperating teachers, the university supervisor, and the program coordinator. The data from this survey or tool could be used to diagnose specific origins of misconceptions in order to allow PETE programs to develop curricula that may encourage conceptual change.