The Theory of Reasoned Action (TRA) is the framework for this study. TRA, or attitude theory, suggests that teachers' affect and cognition or knowledge may influence how an individual interprets an activity (Ajzen, 2005). Attitudes may affect teachers' perceptions and beliefs about PE, and these perceptions and beliefs may affect how teachers might implement lessons (Zimbardo & Leippe, 1991). While pre service teaching (PST) programs and how these programs can affect the beliefs of teachers have been studied (Biddle & Goudas, 1997; Graber 1998; Kulinna, Silverman, & Keating, 2000; Munby, 1984), teachers' beliefs and their actual practice have not been fully explored (Tsangaridou, 2006). Teachers may hold salient or strong beliefs regarding competition (Ajzen, 2005), and these beliefs can influence how teachers carry out certain actions or behaviors, especially in their instruction. McIntyre, Byrd, and Fox (1996) found that pre-service teachers considered their teaching experiences during their pre-service training to be of value. Understanding teacher beliefs regarding competitive activities, and if those beliefs affect instruction, can be key to unlocking a more productive learning environment. The purpose of this study was to determine if pre-service teachers' prior beliefs about competitive activities affect their lesson planning, and how pre-service teachers incorporate their beliefs and pre-service training when implementing competitive games during middle school PE classes.