Teachers make more consistent educational decisions when their beliefs are organized as an ideology or value orientation (Eisner, 1992). Preservice teachers’ (PTs) prior beliefs function as filters for new knowledge and practices (Doolittle, Dodds, & Placek, 1993; Hollingsworth, 1989; Pajares, 1992). The primary purpose of this study was to describe how 17 PTs' value orientations and beliefs about teaching physical education developed and changed during a secondary methods course and early field experience (EFE). We used the VOI-SF (Chen, Ennis, & Loftus, 1997), formal interviews, informal interviews, passive participant observation, and stimulated recall to collect both quantitative and qualitative data. Results showed that only two PTs entered the methods course with teaching orientations while the rest entered with coaching orientations of different strengths. Most PTs entered the methods course with an unsophisticated and narrow disciplinary mastery (DM) orientation. In addition, they were interested in realizing goals related to the self-actualization (SA), social responsibility (SR) and ecological integration (EI) value orientations. Group VOI-SF score data suggested that PTs’ value orientations remained stable during the course of the semester. Conversely, both individual priority and qualitative data suggested that a number of PTs shifted their priorities toward those of the instructor. Additionally, results indicated that PTs with teaching orientations and those with weak or moderate coaching orientations strengthened and solidified their orientations for DM and LP as a result of the methods course. While the VOI-SF correlational data suggested inverse relationships between DM/LP and SR, SA, and EI, the qualitative data suggested that, in reality, this did not have to be the case. During the semester all PTs but those with strong coaching orientations changed some of their core beliefs about the subject. They came to understand the importance of being intentional about teaching and to appreciate the complexity of teaching physical education. In addition, they were very concerned about behavior management and their lack of content and pedagogical content knowledge. Those with strong and moderate coaching orientations were selective about which elements of the sport education curriculum model, employed during the EFE, they accepted and rejected based on their compatibility with PTs’ conceptions of extracurricular sport. This study provided further documentation of how PTs’ acculturation influences their reactions and learning during professional preparation.