The purpose of this study was to examine faculty accounts of the nature and incorporation of Comprehensive School Physical Activity Program (CSPAP) learning experiences for preservice physical education teachers (PPETs) in undergraduate physical education teacher education (PETE). Nine individuals employed as faculty members in different PETE programs were purposively selected to participate, based on a previous study in which the individuals had reported that their programs were "highly effective" in preparing PPETs for multiple CSPAP roles. A semi-structured interview was conducted with each participant to examine the nature of their programs' CSPAP learning experiences for PPETs and the adjustments, catalysts, challenges, and goals that characterized the program change process to incorporate these experiences. Constant comparison analysis revealed that many of the CSPAP learning experiences were field-based. The adjustments programs made to incorporate CSPAP learning experiences included embedding such experiences into existing coursework or combining/removing existing courses to make room for CSPAP learning experiences. A wide range of catalysts, challenges, and goals pertaining to the program change process were evidenced in data. This study provides a glimpse of how PETE programs have responded to shifts in conceptions about the professional roles and responsibilities of physical education teachers in line with public health concerns.