Teachers' educational value orientations influence their educational decisions (Eisner, 1992; Ennis, 1994; Pajares, 1992). Ennis and her colleagues have done extensive work on teachers' value orientations in the United States. Their original work utilized the Value Orientation Inventory (VOI) (Ennis & Hooper, 1988) consisting of: disciplinary mastery (DM), learning process (LP), ecological integration (EI), self-actualization (SA), and social reconstruction (SRC) subscales. The "social reconstruction" value orientation was later changed to "social responsibility" (SR) on the revised versions, VOI-2 (Ennis & Chen, 1993) and VOI-Short Form (Chen, Ennis & Loftus, 1997). To date, the VOI has predominantly been utilized in countries that are former colonizing nations and/or predominantly Eurocentric. Little is known about the value orientations of teachers in formerly colonized countries such as Ghana in sub-Sahara Africa. The purpose of this study was to utilize postcolonial theory (Young, 2001) to examine the value orientations of 57 (42 males and 15 females) secondary physical education teachers (SPET) from Ghana, a former British colony. To address the limitations of the forced-choice format of the VOI, this study utilized a qualitative approach. Document analysis, open-ended questionnaire, and formal semi-structured interviews (Schensul, Schensul & LeCompte, 1999) served as primary sources of data. All 57 SPETs completed the questionnaire while 23 participants (18 males and 5 females) were interviewed twice each. Documentary analysis, constant comparison and analytic induction (LeCompte & Schensul, 1999) were utilized to analyze the data. Trustworthiness was established by triangulation, member checks and debriefing (Creswell, 2003). Findings were grouped into two major categories: (a) SPETs' value orientations were incompatible with the national curriculum and (b) curriculum dependency. The national curriculum emphasized personal development, while SPETs prioritized social development. In addition, while the official physical education curriculum emphasized the DM and SA, SPETs placed higher priorities on the DM, SRC, and SR orientations. As a case of curriculum dependency, SPETs indicated that Western-oriented activities were at the center of their physical education curricula, while Indigenous African Games and Dances (IAGD) were relegated to the periphery. Students' physical education experiences, according to the teachers, were disconnected from the life in the communities from which they belonged. The findings have two major implications. First, researchers would do well to include the SRC subscale on the VOI. Second, not only would indigenized curricula be relevant to students, they would also promote the study and preservation of indigenous African cultures. Keyword(s): curriculum, international issues, physical education PK-12