Physical education teachers are called to be increasingly effective in promoting physical fitness and preparing all students for the challenges of leading healthy lifestyles in the 21st century society. Growing demands on physical education teachers require stronger and more effective physical education teacher education (PETE) programs. PETE professoriate and their views play a critical role in shaping PETE programs and consequently providing quality preparation for their graduates. Yet, there is a lack of research on teacher educators' views about the future of the programs for which they are integral constituents. The purpose of this study is to summarize views of PETEs across the nation on how to change PETE programs. Participants of this study included members of PETE faculty who responded to a comprehensive online survey used for a larger study. Specifically, two questions were addressed. In one question participants were given a list of 10 brief suggestions for improvement of PETE, and were asked to provide a rank order of ability to affect needed changes. Mean ranking was used to identify the top three suggestions for change. A total of 362 respondents indicated three priorities for changes in PETE: change in number of education courses, divorce of PE from interscholastic programs, and request of competency testing for certification. A second question requested participants to write in their own words three changes to reform PETE programs. A team of investigators identified 13 categories of responses. A total of 253 participants most stridently argued for changes in these three categories: first, ensuring high quality of all candidates of the physical education profession both by setting high admission standards to university and by competency testing at the entry to the profession; second, adjusting the curriculum of future physical educators to better prepare them for the challenges that lie ahead; and third, increasing the amount and the quality of field experiences by providing a variety of experiences starting early in the program with high amount of quality supervision. These results indicate a significant shift from the research on views of the PETE faculty conducted in early 1980s (Metzler & Freedman, 1985) that indicated the following top three priorities: more selective admissions, a need to educate the public about the value of school physical education programs, and increased teacher salaries. Thus current PETE professoriate, as predicted by Metzler and Freedman, propose notably different strategies to improve and reform the profession then their antecedents.Keyword(s): leadership development, physical education PK-12, professional preparation