The purpose of this descriptive study was to: a) determine the level of professional consensus about the conceptual knowledge provided in PETE programs necessary for P-12 programs, and b) assess the relationship between the importance PETE faculty assign to concepts and instructional concepts and the instructional emphasis PETE programs place on concepts in teacher education curricula. The concepts addressed in this study were those identified in the most current NAPSE text (Mohnsen, 2003) in the areas of aesthetics (A), biomechanics (B), exercise physiology (E), history (H), motor development (MD), motor learning (ML) and social psychology (S). A recent JTPE monograph (2001) explored the importance of conceptual knowledge and the role it plays in developing tactical knowledge and lifelong physical activity patterns. This included support for extending the institutional-cultural dimension of a situated-learning perspective within which the present results could be considered (Kirk, Brooker, & Braiuka, 2000). Emails were sent to PETE faculty at 162 NASPE/NCATE accredited institutions in the US and 63 responses were received (39% return rate). Descriptive statistics and correlations were completed for importance of concepts and the emphasis placed on the subdisciplinary areas and individual items in PETE programs. Using a four-point Likert-type scale (1=none, 4=very important/very much), the subdisciplinary areas reported as most important were E (importance: M=3.29, SD=.59; emphasis: M=2.93, SD=.60) and MD (importance: M=3.28, SD=.61; emphasis: M=3.04, SD=.62). H was identified as the least important area (importance: M=2.33, SD=.61; emphasis: M=2.23, SD=.59). Individual concepts identified as most important were MD: accumulating 30-60 minutes of physical activity most days has many benefits (importance: M=3.73, SD=.68; emphasis: M=3.46, SD=.76), MD: more practice/experience yields better skills (importance: M=3.65, SD=.68; emphasis: M=3.46, SD=.67), and S: many factors influence the decision to be regularly physically active (importance: M=3.60, SD=.69; emphasis: M=3.17, SD=.81). Individual concepts identified as least important were H: the host country can choose one demonstration sport for the Olympics (importance: M=1.70, SD=.69; emphasis: M=1.57, SD=.67) and H: after war societies tend to exercise less (importance: M=1.89, SD=.79; emphasis: M=1.65, SD=.74). Moderate to strong significant correlations (r=0.623 (MD)-0.807 (H), p=.01) between importance and emphasis for all seven areas were found. Similar results were found for individual items. These findings reveal that P-12 students need to know more than most PETE programs can provide and those concepts deemed most important for P-12 students received the most curricular emphasis in these 63 PETE programs.Keyword(s): assessment, professional preparation