Providing undergraduate physical education teacher education (PETE) students early field experiences is essential in their training and development as educators. The impact of the experiences has demonstrated improved confidence, pedagogical strategies, and management techniques. The quality and quantity of these experiences are dependent on numerous variables. A recent study noted that a well-supervised and teaching-centered early experience might provide a more realistic approach to the development of teaching skills (Chepyator-Thompson et al., 2003). With the most common setting for field placements being public schools, educators are encouraged to explore different venues that provide undergraduate PETE students with multiple and diverse opportunities to teach. The purpose of this study was to investigate undergraduate PETE students perceptions of teaching home school students physical education. The undergraduate PETE students were seniors from a large state university in California with one previous 10-week field-based experience at a public school. The home school physical education program was developed to provide undergraduate PETE students additional teaching experiences to further refine their teaching and management skills while providing a service to the community. The undergraduate PETE students were responsible for all aspects of instruction and assessment. Approximately 45-50 minute lessons were taught once a week for 8 weeks to 35 home school students. Each home school student was assigned to an undergraduate PETE student for the duration of the 8 weeks. A university supervisor was present during the teaching sessions and met with the undergraduate PETE students prior to and after each lesson for processing and reflection. Data was collected using a pre and post open-ended questionnaire. The constant comparative method was selected to examine the data (Patton, 1990). To enhance internal validity, two independent evaluators analyzed the data. The responses demonstrated undergraduate PETE students were able to achieve established student goals, refine their teaching methods, and test university based theories. The results suggested that home school students were motivated to learn and good problem solvers. The results indicated that social skill development became a priority within the program and was important for lesson success. Further, the results confirmed that exposure to new populations with diverse skill levels was beneficial to the undergraduate PETE students. The data supports the values of early field experiences with home school students as an additional opportunity for undergraduate PETE students to develop their teaching. Yet, it is recommended a similar program be used to support and not replace public school fieldwork. Keyword(s): community-based programs, professional preparation