Professional socialization theory suggests that societal forces (formal education and other life experiences combined as attractors and facilitators) influence formation of a subjective warrant for particular professions (Dewar & Lawson, 1984; Helfrich, 1975; Lawson, 1983a, 1983b; Lortie, 1975; Mitchell & Lawson, 1986). Individuals, as agents of their own socialization (Schempp & Graber, 1992), influence the direction and timing of their entry into and progress through their chosen professions. Understanding the subjective warrant helps predict career pathways and professional contributions, and, eventually, suggests "best practice" training to prepare better professionals. Helfrich (1975) found that dentists followed four general paths into their profession, each involving different patterns of formal schooling, work, and other life experiences. Lawson (1991a) suggested exploring how women and minorities in particular become professors of physical education because their socialization may differ from that of males. The purpose of this paper is to describe the varied career paths of women sport pedagogy faculty into and through the college/university professoriate. The 39 participants with data analyzed to date are women sport pedagogy faculty (assistant, associate, and full professors with 1-30+ years of experience) with earned doctorates in sport pedagogy and recent research publications or presentations. Data were collected through semi-structured career/life history interviews (transcribed verbatim) current curriculum vitae, short demographic questionnaires, and two paper/pencil exercises. Participants described important and salient events, people, and circumstances from childhood through adulthood, participation in physical activities in- and out-of-school, aspects of formal and informal education and work history, and key relationships and experiences outside work that have influenced their careers. Inductive coding and constant comparison processes (Strauss & Corbin, 1998) located similarities and differences from which career paths were constructed. Results indicated one dominant career path: a baccalaureate physical education degree and teaching certification, followed by teaching, a master's degree, more teaching, a doctorate, and then a college position. Multiple variations of this career path depended on variables such as coaching, levels of teaching, simultaneity of teaching while earning graduate degrees, contiguity of degrees earned, and complex combinations of personal and professional motivations. Overall, the great variety of individual career paths and reasons participants understood for steps along these were surprising. In turn, their formal professional socialization experiences were more varied than previously assumed.Keyword(s): college level issues, professional development, professional preparation