A rich and productive database exists with respect to effective instructional practice in a variety of K-12 instructional settings. What remains a less researched pedagogical area, however, is documentation of best postsecondary instructional practices within undergraduate physical education and sport program settings. This study is based in part on the behavioral feedback strategies work of Sharpe et. al. (1997, 1998, 2000), and on the K-12 literature in support of documented effective peer-mediated (Fuchs et. al., 1994) and public posting (Ward, Smith, & Sharpe, 1997; Van Houten, 1980) strategies. This study describes one peer-mediated feedback (F), goal setting (G), and public-posting (PP) strategy (FGPP) used in select undergraduate physical education teacher education core courses designed to improve the academic and practical performances of teachers in training. Academic coursework application and practical skill demonstrations were analyzed over the course of one semester for participants (N=30) within one fitness activity course who were exposed to the FGPP instructional treatment package, and compared to similar measures collected on characteristically matched participants (N=31) within another fitness activity course not exposed to the specific FGPP treatment. A repeated measures component treatment reversal design was implemented in which (a) content information application and peer teaching of fitness skills measures were collected at regular intervals for all study participants, and (b) experimental participants were grouped into three equal groups of treatment protocol orders of F-FG-FGPP, FG-FGPP-F, and FGPP-F-FG for component treatment interaction analysis. Behavior analysis of treatment implementation was undertaken and point-by-point data comparisons were made to ensure treatment fidelity. Interrater reliability analyses were also conducted to ensure reliability of content information application and peer teaching measures. Data were visually represented and analyzed according to accepted behavior analysis procedures and demonstrated rapid and reliable improvement on all measurement areas for the experimental participants in contrast to the comparative control group for the FGPP phase of the experiment. Minimal differences across groups were observed for the F and FG phases of the experiment on all measures. Results point to the effectiveness of a peer mediated goal-setting and public posting pedagogical package in postsecondary instructional settings, and to the potential importance of using these instructional strategies in concert in a variety of postsecondary instructional settings. Keyword(s): curriculum development, exercise/fitness, professional preparation