Physical education teacher education (PETE) programs are often driven in large part by the external demands of state and national accreditation, such as standardized teacher certification exams. Furthermore, the state of New York requires that practicing teachers be evaluated each year through structured observations, together with quantitative evidence of standards-based learning from pre-and post-test growth measures. Neither public health goals nor comprehensive school physical activity program (CSPAP) program development are a part of this accountability system. Thus, the PETE program at Adelphi University must retain a focus on the existing PETE standards and accountability until those expectations are aligned with CSPAP. Nevertheless, the value of CSPAPs in schools is clear, and Adelphi has been moving toward a CSPAP-based program sensibility for the next generation of physical educators. This article describes how pedagogy faculty are reframing the role of physical education in schools and redefining responsibilities for physical education teachers, while still continuing to stress the content and pedagogy which the program and students are accountable for.