PETE strives to develop effective teachers and consists of coursework and practice teaching. Practice teaching experiences, or early field experiences (EFEs), are used because they provide pre-service teachers (PTs) practical experience before beginning formal student teaching. EFEs typically involve observing and assisting a cooperative teacher (CT) and teaching lessons to groups of students. PETE programs value EFEs because PTs can practice that which is considered good teaching in a real setting. What is learned in PETE about good teaching, however, stands the chance of being washed-out during beginning teachers' induction because school cultures may socialize towards a different teaching ideal. This can negatively impact teacher retention and teaching effectiveness. Formal induction programs, though, can aid beginning teachers' transition into teaching because they address socialization issues. This study examined 25 PTs reflections of their PETE's EFE to determine what surprised them, and whereby better aid PETE in effectively preparing teachers for the realities of teaching and their induction. A pilot tested questionnaire determined to generate good data was used to collect data. The questionnaire was administered during the academic term's final EFE seminar. Using several strategies to ensure trustworthiness, the data were analyzed using qualitative data analysis techniques and four categories of responses emerged; surprises about cooperating teachers, students, the schools, and being a teacher. The listed order indicates the frequency of responses, most to least, and the majority of surprises were characterized as negative. The PTs were negatively surprised that the CTs utilized either no clearly defined curriculum or one which was outdated, expressed vague learning outcomes, exhibited militant teaching behavior, used exercise as punishment, rarely interacted with their students, and exhibited limited content knowledge. The PTs were negatively surprised at the students' fitness and skill levels but positively surprised by their enthusiasm and willingness to try "new" programming. The PTs were negatively surprised about the lack of security on the school campuses. Feeling they were effective teachers positively surprised the PTs. The findings suggest the PTs were dismayed, albeit disgusted, by the teaching behavior exhibited by the CTs. These findings illuminate issues about evident realities of teaching that PETE ought to continue to address in its quest to develop effective teachers, ease induction wash out, and improve existing k-12 physical education. In particular, PETE might consider including content focused on the concept(s) of program reform, including strategies considered effective in empowering its teachers to be change-agents. Keyword(s): high school issues, professional development, professional preparation