Many states have adopted standards designed to increase the quality of new teachers entering the profession. Although teachers in many states are required to pass content specific tests for licensure, little research about the content of physical education has been done. Knowing the diversity of physical education programs coupled with the need for preservice teachers to pass the competency exams required for licensure as well as be prepared to teach, the curriculum of a preservice teaching major is critical to meeting these goals. The purpose of this study was to determine the content of physical education as perceived by inservice physical education teachers. A survey was created by the researchers based on the guidelines for content knowledge of Indiana physical education teachers (Indiana Professional Standards Board, 1998). This 110-item instrument was designed to measure what inservice teachers believe that beginning teachers should know related to course content. Participants were directed to rate the survey items using the following scale: critically important, somewhat important, not very important, and totally unimportant. 178 Indiana teachers at the elementary (35%), middle (33%), and high school (32%) levels completed the survey. The design of this study was descriptive. The data were analyzed by using descriptive statistics, such as frequency counts, to determine the results. Areas dealing with environmental aspects of teaching were seen to be most important to inservice teachers. Planning and/or teaching lessons that are developmentally appropriate relative to motor skills were another strand important to Indiana physical education teachers. The teachers surveyed did not consider assessment to be important. Self-assessment was rated as one of the least important items on the survey. Physical fitness was the area considered most important for beginning teachers to know how to teach. Aquatics and gymnastics received the lowest ratings. In this study, inservice teachers indicated the areas that they considered important for the preparation of preservice teachers. Teacher educators need to examine these results and evaluate the content of their preparation programs. Designing courses to explain the importance of course content to students as well as how the material can be applied to practical programs would help bridge the gap between theory and practice.