Student teaching represents a critical juncture through which preservice teachers learn and practice professional skills to enable them to become more confident and effective when they enter the teaching profession. Scholars (Curtner-Smith, 1996; Chepyator-Thomson & Liu, 2000; Lawson, 1983; O'Sullivan & Tsangaridou, 1992; Placek & Dodds, 1988) support the importance of student teaching for preservice teachers. In line with earlier studies (Placek & Dodds, 1988; Sparks III & Butt, 1995), the purpose of this study was to examine issues concerning student teaching and to determine perspectives emerging from preservice teaching experiences in order to enhance and promote career goals and objectives of PETE program and also to add to the existing literature. The significance of the study lies in the identification of issues that need to be addressed through PETE programs and to provide information on how preservice teachers solve concerns that emerged during their teaching experiences. Archival data from preservice teachers who were enrolled in a small-size university located in the northeastern region of the United States, were used to write this paper. The instrument of data collection was a critical incident report. The critical incident report consisted of three required questions: description of the concerns, reactions to incidents, and actions taken. The preservice teachers were required to write reflective narratives weekly throughout the semester long student teaching (16 weeks) completed at public schools. The physical education classes were conducted on alternate days. Data analysis involved the use of constant comparison method (Glazer and Strauss, 1967; Merriam, 1998) to determine emergent themes and categories. Five researchers had a 100% agreement on themes and categories emerging from the data. The major findings of the study focused on the following: concerns (misbehavior, class management, and class safety), reactions to incidents (learned something new, enjoyment, anger, disappointment, sadness, nervousness) and actions taken (self-development, professional help, management skills and direct interactions with students, punishment). Based on the analysis of the critical incidents reports, there were a total of 369 answers that centered on concerns (36%), reactions to incidents (31%), and actions taken (33%), that emerged from the preservice teachers' experiences. The themes discovered under the concern section focused mostly on misbehaviors in class and class management issues. The preservice teachers' reactions to the incidents mainly focused on students' lack of motivation for class involvement, safety issues, school policy. The most dominant actions taken include of opportunities for self development. Keyword(s): pre-service/student, professional preparation