The gender socialization of girls and boys in educational settings has been extensively researched in the academic classroom (Sadker & Sadker, 1994; AAUW, 1999; Li, 1999) and minimally in the elementary physical education classroom (Dunbar & O’Sullivan, 1986; Weiller & Doyle, 2000). Today’s physical education-teacher education majors have benefited from educational amendments such as Title IX during their K-12 educational experiences. As college students, their coursework has included varied dimensions of multicultural and inclusive education into their physical education-teacher education programs. Therefore, it would seem that today’s preservice teachers would likely design movement experiences and establish appropriate learning environments for girls and boys. The purpose of this study was to investigate ways in which eight preservice physical education teachers contributed to or diminished the differentiated schooling experiences of girls and boys in an elementary physical education classroom, during a six week long teaching practicum. Participants included four female and four male senior level students, completing their final practicum prior to student teaching. Data were collected through 48 videotaped lessons (six lessons per participant), two individualized interviews with each participant (pre and post field experience; audio-taped and transcribed) and completion of a 20-item Likert Scale survey, prior to the field experience. Interview data were analyzed using standard qualitative methodologies including constant comparison, analytic induction methods, triangulation, and reviewed for negative cases. The 48 videotaped lessons were coded by the investigators using the Behavioral Evaluation Strategy & Taxonomy (BEST) computer software. Descriptive statistics were employed to analyze the Likert- Scale responses. Triangulation methods were used to increase trustworthiness and occurred by comparing and contrasting information received from all data sources: 48 video observations (BEST analysis), pre and post interview data from each participant, and Likert-Scale data. Preliminary analysis revealed these preservice teachers did not believe gender was an issue in the elementary physical education classroom, maintaining it was more of a concern once students reached middle school. Participants cited societal factors including parents, media, peers and schools as the cause of perpetuating gender bias. However, data analysis revealed that participants’ beliefs did not match their teaching practices. Male and female teachers interacted with students differently through their behavioral and movement expectations and the types of feedback preservice teachers offered to girls and boys.Keyword(s): elementary education, gender issues, professional preparation