Research suggests that first year physical education teachers experience difficulties and professional problems in the process of induction (O'Sullivan, 1989; Smyth, 1992, 1995; Solomon, Worthy & Carter, 1993; Stroot, Faucette & Schwager, 1993). Along with the need for induction assistance is the need to examine the influence different teacher preparation programs have on beginning physical education teachers. The Brigham Young University (BYU) physical education teacher preparation program, called the "Flight Program", was designed to prepare high quality physical education teachers who can actively apply knowledge learned in the program and provide effective instruction to students. Along with traditional components such as systematic lesson, unit, and curriculum planning, and teaching models, the Flight program uses some untraditional elements. These include selective admission, cohort groups, controlled field experiences, and a combination of proficiency in pedagogy and skill performance. This study examined the experiences of four BYU Flight program graduates in their first year of teaching. Data were acquired from the teachers via a survey and follow-up questions over a three month period. The data was analyzed using a qualitative inductive content analysis (Lincoln & Guba, 1985). Results of the qualitative analysis identified six common themes: more effective communication, discipline, more teaching experience, lack of understanding of school policy, status of physical education and teachers' relationship with administration, and understanding professional commitment. These findings support those of other first year physical education teachers (O'Sullivan, 1989; Smyth, 1995; Solomon, Worthy and Carter, 1993; Stroot, Faucette & Schwager, 1993) in their struggles with class management and discipline, and feeling overwhelmed with learning how the school operates. On the other hand, this study found teachers had support of administrators and other faculty, and felt that physical education was valued in their schools. These findings indicate a need for teacher preparation programs to better prepare future teachers for the emotional and time demands of becoming a successful teacher.