Researchers have documented that participation in meaningful, professional development activities influences change in teachers' beliefs, knowledge, and behaviors (Chen, 2006; Hargreaves, Moore, & Manning, 2001; Patton & Griffin, 2005). These researchers have further documented that personal dedication to learning more about the “best practices” of teaching is a required basis for this change. In addition, Firestone (1996) has suggested that teacher commitment to change (i.e., desire to improve current practice) is a critical predictor of teachers' work performance. In order to better understand the readiness to change among middle school physical educators, the following study was conducted. The purpose of the study was to compare current and ideal practices as reported by middle school physical education teachers. Data were collected as part of a larger study on Developmentally Appropriate Practices (DAPs). A survey questionnaire was developed using the DAP document (NASPE, 2001) focusing on the areas of (a) curriculum, (b) instruction, (c) assessment, (d) facilities, equipment, and supplies, and (e) learning environment. Data analysis is based on the responses of 177 teachers including 67 males and 110 females, 96 with a Masters degree, 90 members of MAHPERD, and 41 members of AAHPERD. The on-line administered questionnaire listed 58 teaching practices and asked respondents to rate the frequency with which they (a) currently used these practices (current practice), and (b) would like to use these practices (ideal practice). Responses on the 5-point Likert-type scales ranged from “Almost Never” to “Almost All the Time.” To examine differences in current and ideal practices, Wilcoxon matched-pairs signed-rank tests and descriptive statistics were computed for each of the 58 teaching practices. All but five of the comparisons revealed significant (p < .01) differences between current and ideal practices indicating that teachers aspire to implement recommended practices. While assessment practices were most frequently reported by teachers as an area for improvement, the learning environment was reported least often. The frequency of desired improvements varied considerably by the particular DAP addressed for the areas of (a) curriculum, (b) instruction, and (c) facilities, equipment, and supplies. While teachers reported to currently implement less often the more recent innovations (eg., project adventure, dance, and problem solving), many teachers aspired to practice them. In conclusion, teachers are aspiring to be better practitioners. This finding suggests a certain readiness to change among teachers.Keyword(s): physical education PK-12