The purpose of this study was to understand the variables influencing career transitions of experienced urban physical education teachers. Researchers have developed teacher career stage models designed to explain how teachers move from entrance to their career during preservice preparation through career exit (Bell & Gilbert, 1994; Berliner, 1988; Burden, 1981; Fuller, 1969; Huberman, 1989). Little attention has been paid to variables teachers themselves perceive as influencing their movement through career stages. Understanding influences on teacher movement through specific teacher career stages will help teachers cope with these career transitions and help teacher educators, professional development providers, and administrators support teachers in ways that allow them to be most effective in facilitating the best teaching/learning environments for all students. The Teacher Career Cycle Model of teacher development was used as the theoretical frame (Burke, Christensen, & Fessler, 1984; Burke, Christensen, Fessler, McDonnell, & Price, 1987) for this study because (a) it allows for teacher movement through stages in a dynamic, cyclical manner, which best represents teacher development, (b) it is not designed to be normative thus movement among stages is not dictated by experience or age, and (c) the stages best represented participants' perceptions of development as urban physical education teachers. Participants (4F,1M; 10-29 years of teaching in urban schools) were formally interviewed for three to four hours using a semi-structured interview protocol; observed in their classrooms a total of 10 hours; and asked to complete a career timeline and demographic questionnaire designed to elicit information about their career development. Data were analyzed through constant comparison and categories and themes were developed to describe their particular stages of teacher development and variables influencing movement among these stages. Results indicate that these urban physical educators have progressed nonlinearly into and out of a variety of teacher career stages, including induction, competency building, and career frustration. Participants noted numerous variables that influenced their career development including teacher preparation, administrative support, collegiality, student behavior, parental support, and professional development opportunities. Findings from this study are significant for several reasons. This is the first time experienced urban physical education teachers have been asked about their career development including the identification of career stages. In addition, this study represents the first time variables influencing transitions among stages have been described directly by the urban teachers who have experienced them.