This study examined the impact of a service learning field experience on first-year physical education teacher candidate's reflective insights regarding their call to vocation, otherwise known as career exploration. Teacher education programs have increased their use of service learning experiences over the past decade (Erickson & Anderson, 1997). Grounded in experiential learning theory, service learning links academic coursework, a need for service, and reflective practice. Teacher education service learning programs outside (Anderson, 1997) and inside physical education (LaMaster, 2001) cite common reasons for using it. One such reason, cental to this study's focus is call to vocation. The call to vocation was systematically examined within an inclusive early childhood service-learning program involving an intact group of freshman preservice physical education teachers (N=26) enrolled in an early childhood motor development course. Candidates taught preschool-age children one day weekly for 45 minutes throughout the spring 2005 semester. A survey titled PET-Call (Physical Education Teacher-Call), constructed for the study having face validity and a Cronbach reliability coeffieient of .89, consisted of 38 likert-scale and 7 open-ended questions. Administered post-program, the survey was designed to address three dimensions of call to vocation: service, thought, feelings (Furey, 1996). Analysis yielded frequencies and percentages describing this program's use to explore careers. Over 95% of the candidates agreed or strongly agreed that a) the field experience was important, b) the experience provided an opportunity to begin to invest themselves in physical education teacher preparation, and c) the field experience provided a greater sense of importance on being a physical education teacher (100%). Over 88% thought a) inclusion was important to everyone in the program, b) the program prompted them to think about the challenges of teaching, and c) the experience positively affected their desire to want to become a teacher (87%). Feedback, including weekly reflective journal logs was important to their learning process. Participants agreed or strongly agreed (96%) that this field experience played a more important role in developing a sense of professional responsibility than other first-year coursework. The candidates (91%) felt the program built confidence and competence to relate to young children while fostering comprehension of inclusion (95%). Moreover, 100% felt that this field experience solidified their career choice. Analysis of open-ended questions identified positive experiences had by children and preservice candidates alike. Despite the study's limitations, the survey results suggest that a freshman-year inclusive field experience may influence the call to teach physical education.Keyword(s): professional preparation, research