This study examined cooperating teachers (CTs) who work with student teachers engaged in their culminating 20-week teaching placements in local schools. Specifically, the research question pertained to whether the practices and teaching behaviors of CTs were similar to the effective teaching literature that is taught to students in their physical education teacher education (PETE) program. A total of 12 CTs teaching their own (on average three) physical education classes, were observed. Field notes were taken and a stopwatch was used to determine percentages of instruction, management and activity time for each lesson. A face-to-face audio-recorded, semi-structured interview then took place, on-site, after the final lesson observation. Field notes were categorized into themes of instruction, management, discipline, interaction with students, assessment and activity time. The interviews were transcribed within two weeks of completion and the transcripts and field notes were analyzed inductively. Emergent themes were then identified for each field note category (beyond the pre-selected ones) and interview questions asked. On average, the 36 lessons observed resulted in 72% activity time, 23% instruction time and 5% management (organizing groups, transitions, discipline etc.). The results of the data analysis determined that there was synergy between effective teaching literature covered and CTs' teaching behaviors, related to instruction, management, discipline, interaction with students and activity time. Issues related to assessment showed some divergence however.