Teacher education is one major sub area of physical education pedagogy research. Although there have been reviews on various topics related to research on teaching in physical education (Graber, 2001; Silverman & Skonie, 1997), few studies have focused on categorizing research in physical education teacher education (PETE). A thorough understanding of recent PETE research can provide directions for future study and for planning research, thus a study such as this is significant. The purpose of this study was twofold: a) to categorize and identify the trends of research in PETE conducted during the last decade, and b) to identify areas of PETE research that need further attention. Data collection consisted of searching the ERIC computerized database to identify those studies focused on PETE by examining paper and abstract titles which revealed over 9,600 studies concerning teacher education. From this group, 119 papers were categorized as PETE studies. Data analysis began with writing down the research topics and methods of each of the 119 studies on the front page of each paper. Then, according to these labels, the studies were grouped. The number of studies in each group was counted and the percentage was calculated for each research topic. The number of research topics and methods employed were counted and calculated. In order to assess reliability, approximately 20% (N=24) of the selected papers were randomly selected and re-reviewed as was done in a similar study by Silverman and Skonie (1997). The percentage of agreement was 96%. Data analysis revealed that ten areas in PETE research received the most attention from researchers during this period: (a) teachers' cognition, (b) students' voice, (c) behavior analysis, (d) collaboration, (e) socialization, (f) case methods, (g) PETE program assessment, (h) critical studies, (i) supervision, and (j) technology. The most attended areas were those having to do with knowledge (PCK, content, pedagogical) and teachers' perceptions. More than half of the published PETE research (52.9 %) used qualitative methods. Quantitative research methods were used in 36 studies (30.2 %). Both quantitative and qualitative methods were used in 13 studies (10.9 %) and others were review or position papers that used no methods (5.9%). For future research, it is suggested that the areas of teachers' cognition, student perceptions, and critical study are emphasized.Keyword(s): research