Although some "learning to teach" research was found to address the preservice training process within the general education settings and for a specific model (i.e., tactical games) with physical education teacher education (PETE) students, no research was found that addressed the notion of student teachers "learning to teach" using model-based instruction (MBI) innovations in physical education settings. It would also then be important to know the factors that influence student teachers' planning and teaching decisions in the knowledge, persuasion, decision, and implementation stages of innovation adoption. Because the implementation stage is critical to the decision about whether to adopt or reject the innovation, examining student teachers' practical experience is important in determining the magnitude of the conceptual change shift that occurs during their culminating field experience. The research study reported in this chapter was designed to examine student teachers' "learning to teach" using the MBI innovational approach. The two purposes of this study were to determine: (1) the student teachers' observed and perceived levels of adherence to various MBI designs in authentic physical education settings; and (2) the facilitators and inhibitors of MBI implementation by student teachers. (Contains 3 tables and 1 figure.) [For Chapter 4, see EJ812493.]