Investigations on undergraduate PETE programs have not received adequate attention in the professional literature. Given the development of NASPE K-12 and beginning teacher standards, new curricular models and an increased focus on health-related fitness in physical education, it is important to begin to study the nature of PETE programs and how they have responded to these initiatives. The purpose of the present study was to provide a current and comprehensive analysis of undergraduate PETE programs. Data were collected on-line via a comprehensive survey of the structure and practice of PETE undergraduate programs and how they are informed by NASPE/NCATE accreditation standards and current research. Two hundred institutions were contacted via email and 117 PETE programs responded with completed and useable surveys; a response rate of 58.5%. Although the responding programs do not represent a random sample of PETE programs, the programs vary in size, type and programmatic emphases. Institutional findings of respondents included that PETE programs: a) are represented at institutions across a variety of Carnegie levels, b) are located primarily in Colleges of Education (66.4%), and c) offer mostly Bachelor of Science degrees (80.4%). On average, demographic information reflects faculties comprised of 48.74% female (SD=17.82) and approximately 95% Caucasian members. Structural components of PETE programs include reports that, of those surveyed: a) 78.5% require or offer majors a health degree, b) 84.6% require or offer majors a second teaching field beyond physical education certification, c) 53.8% certify students as K-12 teachers, while 31.6% certify students as P-12 teachers, and d) 93.7% are NASPE/NCATE or NASPE/NCATE plus state-level accredited. Curricular requirement findings include that the PETE programs surveyed: a) graduate an average of 16.87 students annually (SD=17.04), b) require between 120-156 total credit hours for initial certification graduates, c) require students to complete first aid (87.5%) and CPR (81.8%) certifications, d) emphasize a wide variety of curricular models, with Sport Education the most emphasized secondary model (43.86%) and skill themes the most emphasized elementary model (28.10%), e) provide pre-student teaching field experiences (99.1%), and f) require an average of 8.47 weeks each for student teaching experiences at the elementary, middle and high school levels, with an average of 3.51 formal supervisor observations at each placement.Keyword(s): college level issues, curriculum development, professional preparation