The release of A Nation at Risk and What Matters Most: Teaching for America's Future called for reforms in teaching and teacher education. Teachers at every educational level and subject area were called upon to make changes to their instructional practices and curriculum as a result of these reports. Physical educators have also been called upon to implement changes in their programs, yet there is limited research examining teacher change especially in urban secondary physical education programs. This study explored the factors that impacted four urban secondary physical education teachers to make changes in their curriculum and/or instruction. This qualitative study used the interpretivist view to gain a better understanding of physical educators' experiences during their change process. Data were collected from participant information sheets, interviews, discussion groups, document analysis, and observations of the four teachers' classes. Data were analyzed from the case studies using inductive analysis to examine the emerging themes for the participants. A cross case analysis was conducted to determine common enhancers and inhibitors for all cases. It was concluded that: teacher beliefs do influence the change process, the level of principals' support does impact teachers in the change process, collegial support facilitates change, student support helps to sustain change, and the low status of physical education slows the change process.Keyword(s): high school issues, middle school issues, professional development