In recent years there has been a growing interest in arming physical education teachers with critical pedagogies. The purpose of this study was to determine the influence of a critically oriented methods course and early field experience (EFE) on 20 preservice teachers' (PTs) conceptions of the teaching-learning process. Data were collected using the critical incident technique and a reflective questionnaire. They were analyzed by employing the analytic induction method. Results indicated that the inward focus of the methods course and EFE on the analysis of teaching had a considerable influence on the PTs. Conversely, the outward focus on curriculum studies as well as four permeating themes (elitism, racism, classism, and sexism) appeared to have virtually no impact on them at all. Possible reasons for and implications of these findings are discussed. (Contains 1 figure, 4 tables and 5 notes.)