Standards can establish a stable fulcrum for program design that guides the creation of a powerful, synergistic education framework that results in demonstrable student learning (Lambert, 2003). Despite the wide spread endorsement of national standards, many teachers are affected by these standards (Ball & Cohen, 1998) and continue to teach in the traditional way ( Kirk & McDonald, 2001). The purpose of this study was to investigate what factors have influenced the implementation of national standards in Physical Education Teacher Education program (PETE) and whether these factors were related to certain individual and institutional variables. A web-based survey was utilized and a questionnaire was administered in the Website. One hundred ten directors selected from colleges and universities with a PETE program were asked to provide their views by completing a questionnaire on the line. More than 55.5% of the respondents had five or more years in their current position and 76% respondents were 40 years of age or older. Their professional affiliations include America College of Sport Medicine (ACSM, 19%), the National Association for Kinesiology and Physical Education in Higher Education (NAPEHE, 28.6%) and the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD, 98.6%). The survey results indicated that factors affecting implementation of standards were faculty awareness of standards (73%), faculty knowledge of standards (74.6%), faculty ability (52.4%), administrative support (46%), time (47.6%) and other (28.6%). Correlation analysis was utilized to measure relationship among implementation of standards and the factors. The results showed that administrative support (r = 0.443, P< 0.00). and other factors (r = 0.28, P< 0.05) were significantly positively correlated with implementation of standards . Additionally, administrative support also was positively correlated with faculty awareness (r = 0.346), faculty knowledge (r = 0.319), and faculty ability (r = 0.434). The multiple regressions for factors variables yielded significant differences for implementation of standards (F (6, 62) = 6.558, P=0.000). The results revealed that, for implementation of standards, administration support and other factors were significantly positive predictors. These predictors accounted for 35% of variance. The faculty knowledge and faculty ability were positively related to AAHPER and ACM, respectively. Overall, these results suggest that implementation of standards has been affected by many factors that are related to participation of professional organization and years in current position Keyword(s): assessment, professional preparation, standards and ethics