The purpose of this research was three-fold: (a) to survey the demographic characteristics of collegiate physical education (CPE) program graduate teaching assistants (GTAs); (b) to examine their perspectives of their instructional roles and work environment; and (c) to investigate their perceptions of the relevance and value of established program instructional development, support, and evaluation processes. Participants were CPE GTAs from graduate programs listed in the American Academy of Kinesiology and Physical Education (AAKPE) Doctoral program directory (N = 504). Data were collected via an on-line questionnaire during the spring 2005 academic semester. Descriptive statistics including means, frequency counts, and ratios were derived from questionnaire item responses using SPSS. Open-ended questionnaire item data were analyzed, and interpreted with the use of coding categories, constant comparison between responses, analytic induction and theme development. Participants' demographic characteristics included: (a) 77% were U.S. citizens or permanent residents; (b) 53.4% and 35.9 % were Ph.D. and Master's of Education, Arts or Science candidates respectively; and (c) 43.4% and 23.4% were physical education teacher education and exercise science majors respectively. Findings concerning perceptions of instructional roles and work environment included: (a) 44.2% and 28.2% percent of the participants reported, respectively, that they taught 4 to 6 and 7 to 10 courses within the academic year of this study: (b) 98.2% responded that they were teaching or co-teaching 1 to 3 graduate level courses; (c) 56.2% expressed that becoming a university professor in their respective academic discipline was a primary occupational goal with (d) 75.2% responding that upon graduation the graduate teaching experience would aid them in securing employment. Lastly, findings regarding perspectives of instructional development and socialization processes included: (a) 85.3% of participants responded that they were not adequately prepared for their instructional responsibilities; (b) however, 60.3% expressed that they were adequately supported by their departments in their teaching; and (c) 84.3% of participants received some form of departmental pre-teaching orientation. Moreover, participants responded that most beneficial aspect of their pre-teaching orientation was socializing with peers and faculty. Conversely, participants reported that over-emphasis of rules and regulations as being the least beneficial aspect of the pre-teaching orientation. Implications generated from this study can serve as an important source of information concerning how graduate programs can best address the instructional concerns and needs of CPE program GTAs in regards to their training, development and socialization as teacher-scholars and future members of the professoriate.Keyword(s): administration/mgmt, college level issues, professional preparation