This study aims at investigating how well pre-service teachers were prepared for meeting the beginning physical education teacher standards (NASPE, 2003). Six juniors and six student teachers voluntarily participated in this study. Data were collected through (a) observing each participant's teaching six lessons, (b) formally interviewing each participant with the semi-structured interview questions; and (c) collecting each participant's six lesson plans, one curriculum project, and one reflection paper. The audio-taped interviews were transcribed. The investigator analyzed the multiple data using constant comparison technique (Patton, 2002). Trustworthiness of the data was verified through triangulating various data. Analysis of the data yielded five themes: (a) Levels of Meeting Standard One: Content Knowledge. The participants were knowledgeable about identifying critical elements of all fundamental movement and some of specialized skills. However, none of the lesson plans included teaching basic game strategies which were also not taught in the observed lessons; (b) Levels of meeting Standard Two: Growth and Development. All participants emphasized the importance of breaking motor skills down into small steps and using task variations, which were evident in most of the junior's lesson plans. In contrast, most of the student teachers' lesson plans only briefly described one or two drills and games which were also observed in actual lessons, except for gymnastics and dances lessons; (c) Levels of meeting Standard four: Management and Motivation. The participants reflected that using managerial rules and routines is critical to maximizing students' learning time. It was observed that the participants often used efficient routines for distributing and returning equipment, starting and stopping learning activities, and partnering students up; (d) Levels of meeting Standard Five: Communication. All participants commented that presenting appropriate learning cues with demonstration played a key role in helping students' learning. Only did the student teachers describe the power of relating learning cues to students' prior experiences. When teaching their familiar skills, the participants presented short and precise learning cues. Conversely, when teaching their unfamiliar skills, the participants tended to explain too much with vague learning cues. (d) Levels of meeting Standard Six: Planning and Instruction. They had adequate knowledge of writing lesson and unit plans. Most of the juniors' lesson plans were more thorough than that of the student teacher's in terms of content development, managerial tasks, and teaching strategies. It is concluded that the pre-service teachers achieved five out of ten NASPE standards with different levels of outcomes. Keyword(s): pre-service/student, professional preparation, standards and ethics