According to constructivist theory, students learn best when they are actively engaged in the learning process by connecting their prior knowledge to new knowledge, making personal meanings, and sharing their conceptual understandings through classroom and real world experiences. Researchers in physical education have advocated exploring and implementing constructivism in teacher education programs to improve the effectiveness of pedagogical approaches. To date, however, little is known about how preservice teachers construct knowledge and meanings about teaching physical education, or how teacher educators can facilitate that process. The purpose of this study was to investigate how teachers use constructivist strategies to encourage student learning and how preservice teachers co-constructed knowledge and meanings about teaching physical education. Participants were 46 female and 4 male preservice teachers enrolled in a semester long elementary physical education methods class. The two female teachers adopted a concept-based curriculum that included integrated learning activities and fitness concepts. An action research design was employed, so the teachers were also researchers. A third researcher was not involved in class instruction and served as an independent observer. Over a period of five months, data were systematically collected as researchers conducted an intentional inquiry about their teaching and students’ learning. Data sources included field notes about students’ and teachers’ interactions in the classroom, teachers’ weekly reflections, classroom documents, instructional materials, and interviews with students. Ten students (nine females and one male) representing specific characteristics of the class were selected to be interviewed. Interviews ranged in length from 20-30 min and were conducted using a standardized, open-ended protocol. Data were analyzed inductively using a cross-comparison of multiple data sources. Teachers used a variety of teaching strategies to implement constructivism by recalling students’ prior knowledge and facilitating students’ construction of new knowledge and meanings. For example, students completed surveys and physical activity logs, created fitness videos, and participated in community-based physical education activities. To emphasize the connection between practice and theory, teachers also required students to complete weekly field-based observations, participate in individual and group lab work, and critically examine their experiences using a reflective teaching strategy. Three themes that described how constructivist strategies facilitated learning emerged: (a) we learn by doing; (b) real world experiences give meaning to lectures; and (c) exchanging ideas is a powerful process. The results provide valuable insight into how teachers can effectively implement constructivist approaches to help preservice teachers learn about teaching physical education.