The purpose of this study was two fold: (a) to develop and validate the Achieving the NASPE Standard Inventory (ANSI), and (b) to investigate the extent to which preservice teachers perceived their dispositions and knowledge to be associated with the NASPE standards (1995). 108 preservice teachers from five physical education teacher education programs voluntarily responded to the ANSI. The 78-item ANSI with a 5-point rating scale was designed as a self-assessing instrument to determine the extent to which preservice teachers perceived their teaching dispositions and knowledge as contributing toward their achievement of the National Standards for Beginning Physical Education Teachers (NASPE, 1995). The psychometric properties of the ANSI were analyzed by means of expert judgment, Cronbach alpha reliability, item-to-total correlation, and a principal component analysis. The preservice teachers’ self-evaluation of their dispositions and knowledge reflected in the NASPE standards were analyzed by using ANOVA, MANOVA, and follow-up multiple comparisons. The results of the reliability analysis indicated that the ANSI had Cronbach alpha reliability coefficient value of 0.98. The item-to-total correlation coefficients were above 0.30 with highest one being 0.88 and All of them were statistically significant. The content-related validity of the ANSI was established by four experts’ judgment. Principal factor analysis yielded three-factor solution that accounted for 50% of variance, contributing to the construct-related validity of the ANSI. The three factors were labeled as (a) pedagogical content knowledge (b) professional dispositions, and (c) content knowledge. ANOVA analysis revealed an over-all statistically significant difference on the mean scores of ANSI among the five groups (F4=8.29, p<.001). Further, the results of the MANOVA revealed an overall statistically significant difference in the mean scores of the three factors on the ANSI among the five groups (Wilks’ Lambda=0.63, F4,103=4.3, p<0.01). Subsequently, the results of Dunn (Bonferroni) multiple comparison revealed a significant difference of the mean scores between the group 4 and the group 2 (178 versus 161), the group 5 and the group 2 (175 versus 161), the group 4 and the group 3 (178 veruss 153), and the group 5 and the group 3 (175 versus 153) on factor one and two (p<0.05), respectively. Regarding factor 3, a significant difference between the group 4 and the group 3 (54 versus 50) was found at the 0.05 level. It was concluded that the ANSI was a reliable and valid instrument that could be used to examine the preservice teachers’ achievement levels toward the NASPE standards.