This study examines the similarities and differences in perceptions of preservice and induction physical education teachers regarding their level of career preparedness and curricular preferences. Findings are based on interviews with 23 participants (12 preservice and 11 induction) from two Midwestern universities. Qualitative data from the structured interview questions designed for the study were collected and analyzed using content analysis and compared with the guiding theory. Trustworthiness for data collection and analysis was followed and validated by guidelines and recommendations (Lincoln & Guba, 1985; Patton, 2002). In addition, 39 individuals from the two universities were surveyed regarding teacher attitudes by utilizing a validated survey (Kulinna & Silverman, 1999). Qualitative data analysis revealed the following themes: a) Physical Education Teacher Education (PETE) programs may not adequately prepare induction teachers for the realities of the classroom environment; b) cross-curricular integrations are valued; and c) physical activity for a lifetime is a primary curricular outcome. Results suggest that PETE curriculum may need to be modified to provide increased fidelity in the induction years of physical educators. In addition, these themes signify the influence of the socialization process and its relevance to the realities of induction physical educators.