The plethora of problems that students bring to school and the gymnasium, including social, emotional, and cognitive difficulties, require caring teachers in schools. Although a sense of caring was found to be a common factor in successful school programs (Gilligan, 1988; Kohn, 1991; Noddings, 1984, 1986), the examination of physical education teachers' concept of caring has not been widely explored. The purpose of this study is to examine prospective physical education teacher's perceptions of caring during their student teaching experiences. This study was conducted through a qualitative research design that included semi-structured interviews and field observations. Four student teachers (1 male and 3 females) from physical education teacher education programs at two universities in the southeastern United States participated in this study. Data were analyzed using the constant comparison method. The student teachers' perceptions of caring were categorized into pedagogical caring and interpersonal relationships. The participants commonly reported that showing pedagogical concerns by tailoring the lessons to the diverse needs of their students was an important concept of caring. They perceived that teaching and being accountable for the learning outcomes of their students were major caring roles. Establishing interpersonal relationships with students by sharing personal issues and showing respect for the students was another noted concept. The lack of time was a major barrier for the student teachers to show caring in their student teaching process. This was due to a lack of class time and a short placement period. In addition, student teachers reported that they had difficulty keeping balance between care and discipline. In this study the pedagogical concern was a salient feature of caring rather than interpersonal relationships. The result is contradictory to previous research (Weinstein, 1998), which showed that prospective teachers' notion of caring was centered on establishing interpersonal relationship with students rather than focusing on pedagogical or management issues. Since student teachers focus greatly on teaching subject matter and effective classroom management, they tend to limit their roles to a narrowly-defined concept of teaching, thus replacing humanistic concerns with a focus on accountability and standardized testing (Goldstin, 2004). Teacher educators and supervisors should provide support for student teachers so the ultimate goal is that “practice in teaching should be practice in caring” (Noddings, 1986, p. 504).