Information about the availability of physical education teacher education (PETE) positions in higher education is relevant to individuals seeking PETE jobs and to those teaching in the doctoral programs that prepare future PETE faculty. While investigators have examined faculty responsibilities (Goc Karp, Williamson, & Shifflett, 1996) and employment opportunities in PETE (Woods & Goc Karp, 1997), it is important to revisit these topics periodically to stay abreast of changes occurring in response to education reform or other factors. The purpose of this study was to determine the location, qualifications, and responsibilities associated with advertised PETE positions over the past three academic years. Data on the positions were collected via a content analysis of ads placed in The Chronicle of Higher Education from September 1998 to August 2001. Descriptive statistics were applied to generate frequencies and percentages for data in multiple categories derived from the analysis. A position qualified as PETE if the ad specified a "pedagogy" position, noted a requirement for an advanced pedagogy degree, or listed teaching responsibilities in pedagogy. Results revealed 338 pedagogy positions (n=103, 139, 96 for the three years, respectively). A majority of the positions were listed at the assistant (n=263) or associate professor level (n=58) and were tenure-track (n=252). The distribution of jobs by AAHPERD region showed: Southern-29%, Midwestern-22%, Eastern-22%, Southwestern-14%, Central-12%, and Northwestern-2%. A third of the positions were located at schools with under 5,000 students and 55% were at schools with under 10,000 students; nearly half of the jobs were at Masters-I institutions (n=164). Although position qualifications were not always listed, those emphasized included: doctorate degree (n=275); experience in university teaching (n=161), K-12 teaching (n=189), scholarship (n=106), technology (n=43), grant writing (n=32), supervision (n=25), collaboration (n=23). Besides teaching responsibilities in pedagogy, several positions called for teaching in other areas: exercise science/fitness (n=73), adapted physical education (n=67), motor behavior (n=43). Non-teaching responsibilities were emphasized for scholarship (n=168), service (n=164), field experience supervision (n=147), and advising (n=126), and also included expectations for supervision of graduate research, grant writing, and collaboration with schools and other faculty. Though a direct comparison to previous findings was not possible, there were indicators that the expectations for PETE faculty are expanding and require skills and knowledge in multiple areas. These results hold implications for faculty in doctoral PETE programs related to planning course work and designing experiences that will qualify graduates for today's PETE positions.Keyword(s): professional preparation