The purpose of this study was to use journal feedback from student teachers to understand and document how well the Physical Education-Teacher Education (PETE) program prepares teacher candidates in relation to the three primary goals of the PETE program. Analysis of the journals revealed areas of merit and concern for the PETE faculty. The most consistent message of concern was that student teachers were not satisfied with their knowledge and skill in handling students' disruptive behaviors. This concern was more prevalent in the secondary placement than in the elementary placement. Their concerns included not knowing why disruptive or noncompliant students acted as they did, communicating with parents regarding misbehavior, handling misbehaviors and defiance, and motivating the unmotivated. Previous research has identified disruptive student behaviors, lack of classroom control, and poor management as significant concerns and obstacles to effective instruction.