The purpose of this study was to pilot the development of a survey instrument, Physical Education Teacher's Call to Vocation (PET-Call), designed to assess the reflective insights regarding first-year physical education teacher candidate's call to vocation, otherwise known as career affirmation. Students and faculty in Catholic and non-Catholic higher education, within the past several years, have begun to research questions of vocation as it relates to their particular discipline, often through service learning experiences (LaReau, 2003). Teacher education programs have increased their service learning experiences over the past decade (Erickson & Anderson, 1997). Grounded in experiential learning theory, service learning links academic coursework, a need for service, and reflective practice. Teacher education service learning programs outside (Anderson, 1997) and inside physical education (LaMaster, 2001), cite common reasons for using it. One such reason, central to this study's focus is call to vocation. The call to vocation was systematically examined within an inclusive early childhood service learning program involving an intact group of freshman preservice physical education teachers (N = 24)enrolled in an early childhood motor development course. Candidates taught preschool-age children one day per week for 45 minutes throughout the spring 2004 semester. Upon completion of the field experience, and following informed consent, the PET-Call was administered. Construction of PET-Call consisted of 38 likert-scale questions and 7 open-ended questions. Designed to address the three dimensions of call to vocation: Service, Thought, and Feelings (Furey, 1996), items for each dimension were drawn from service learning and call to (teaching) vocation literature (Furey, 1996; Estola, Erkkila & Syrjala, 2003; Ontario Teacher's Federation, 2001). The number of items per dimension were 12 Service, 11 Thought, and 11 Feelings. The remaining five were masked questions of no focus to the survey's theme, yet important to deter the candidate's recognition of expected outcomes. To establish face validity, faculty from the disciplines of physical education teacher education with service learning research experience, sociology, and the university's Franciscan Institute provided a critical review of questions appropriate to each of the three dimensions. Cronbach's alpha correlation coefficients were high for Overall (R = .89), moderate for Service (R = .69), for Thought ( R = .70), and Feelings (R = .79), demonstrating an acceptable internal consistency. Despite the study's limitations, the PET-Call may show possibility as a survey to assess the call to teach physical education. Studies to further establish PET-Call validity and strengthen reliability are warranted.Keyword(s): professional development, professional preparation, research