Teachers and teacher educators consider methods to address the differences that make classrooms unique. Various learning style assessment techniques and theories have been used to examine the different ways that teachers teach and students learn. Research has suggested that students learn best when the teaching and learning styles match (Brandt, 1990; Wakefield, 1993). In previous work with learning style theory, Prashnig (1998) revealed evidence that we teach according to our predominant learning styles and that these styles are directly reflected in our dominant preferences. A dominance profile is a personal assessment technique that gives information about how we mediate and process new learning experiences (Hannaford, 2005). Limited research has been conducted in the area of dominance profiles, particularly with physical educators. The purpose of this study was to determine the dominance preferences of physical educators and the impact these profiles can have on pedagogical knowledge. An online survey was conducted with 756 teachers from 48 states. Teaching experience ranged from 0-40 years. The survey site enabled participants to conduct a self-assessment (Hannaford, 2005) of their dominant preferences in the areas of brain hemisphere, eye, ear, hand and foot. The research questions that guided this study were: (1) What are the primary dominant preferences of physical educators? (2) What factors impact dominant preferences?, and (3) Within the dominant preferences, what strengths and weaknesses are evident that impact pedagogical knowledge? Descriptive statistics were analyzed using SPSS. In addition, chi-square and cross-tab analysis were used to analyze the data according to age, sex, teaching experience, and regions of the USA. The overall profile of the physical educators showed that the sample favored left-brain (50.7%), right eye (65.6%), right ear (60.7%), right hand (89.8%), and right foot (82.3%) dominance. As a group, a greater percentage of males were left-brain dominant and females were more equally balanced between right and left-brain dominance. There was a significant difference (p < .001) between years teaching experience and ear dominance. Significant differences were also evident between brain hemisphere and years teaching experience. The overall profile of the group support preferences for being logical, detailed oriented, verbal, visual, and good movers. Knowing dominant preferences, physical educators can address teaching approaches that target the aspirations and learning preferences of the students. This understanding can create an awareness of strengths and weaknesses in one's teaching approach, so that all students are taught according to their inherent learning preferences.