The purpose of this study is to explore the extent to which beginning and experienced teachers differed in their perceptions of shaping school forces and their being shaped by school forces. The findings allow the authors to examine the link between teacher socialization research and practice in a physical education teacher education (PETE) program and to consider the practical (and institutional) changes that may improve the quality of teacher education. Six beginning physical education teachers (BTs) (in their first year of teaching) and six experienced physical education teachers (ETs) (who had been teaching for six years) took part in interviews and completed prompt sheets throughout the duration of a school year. The paper discusses ways in which one PETE program has attempted to use, and plans for future use of, BTs' and ETs' accounts of socialization to inform how best to prepare PSTs for the reality of teaching in schools.