Though most of the discussion at the national level focuses on general education concepts, educational reform and the preparation of quality teachers is important for physical education, teacher education as well. The purpose of this aspect of the symposium is to describe the infusion of the Contextual Teaching and Learning Framework into the Master of Education program, a physical education teacher education program at The Ohio State University. The qualitative paradigm supporting this study is from an interpretive perspective, using symbolic interactionism as a means of understanding the experiences of the participants in this study. According to Patton (1990), symbolic interactionism is "a perspective that places great emphasis on the meaning and interpretation as essential human processes . . ." (p. 75). Patton continues, "People create shared meanings through their interactions, and those meanings become their reality" (p. 75). It is through this lens, that we will attempt to understand how the participants in this study perceive, understand, and interpret their experiences in their preservice education program. For the program analysis component of this study, data consisted of program goals, course syllabi, assignments, and other materials disseminated to students. Content analysis using constant comparative methods was conducted to identify CT&L components, and to determine the extent the CT&L components were aligned with program goals, and infused into the course syllabi, assignments, and other materials disseminated to preservice physical education students at The Ohio State University. Results indicated that the CT&L framework was successfully aligned with program goals, and was infused into the documentation representing the physical education, teacher education program at The Ohio State University. In particular, there was clear alignment with the CT&L framework, program goals, tasks and activities provided to students, and authentic assessment strategies utilized in the school and university context.