Teacher education programs across America aim to produce reflective and inquiring teachers. In order to determine if quality student teaching experiences are occurring, an understanding of the role perceptions of student teachers, cooperating teachers, and university supervisors (the triad) must be explored. The student teaching experience has been documented as the most crucial and beneficial learning experience for preservice teachers (Coulon, 2000; Griffin & Combs, 2000; Veal & Rikard, 1998). Therefore, it seems critical to look at all the individuals who are involved in this experience. An area of research that is missing from the physical education literature is on role perceptions of the physical education student teaching triad. In an effort to improve the quality of the student teaching experience more studies need to be completed to discover and clarify the roles and role perceptions of student teaching triads. The goal of this study was to explore the voices of three elementary physical education student teaching triads. Data were collected by individual interviews, observations, video analysis of a triad interaction, field notes, and a focus group meeting with all participants. Three case narratives were compiled according to emergent themes of each participant. Thick and detailed descriptions of each triad were developed in an effort to allow the reader to fully understand the participant’s voices. A cross-case analysis compared similarities and differences among the triads. Additionally, four non-participant student teachers and their cooperating teachers completed a survey at the completion of the student teaching experience. The survey was based on the interview protocols and served to help determine if my presence with the other triads had any effect on their responses. The results indicated that student teaching triads have many communication issues that might lead to a breakdown in the ability of the triad to function effectively. The study also showed that a variety of role perceptions existed among individuals and had an impact on the effectiveness of the student teaching triad. The role of the cooperating teacher was the most often misunderstood of the triad. Unclear role definitions led to dysfunction within the triads, which ultimately affected the quality of the student teaching experience for some triad members. Solutions to such problems include: to provide triad members with a variety of collaborative communication skills prior to the student teaching experience, identify and clarify role expectations for each member, and establish strong, positive partnerships between public schools and universities. Keyword(s): professional development, professional preparation