There is little debate regarding the need for more culturally responsive teachers. Teachers are projected to stay predominantly white, middle class and monolingual while the student population grows ever more diverse. This study examined how physical education teacher education (PETE) licensure programs nationally prepare preservice teachers to be culturally responsive. An online survey was created and pilot tested by PETE professionals around the country; alterations were made based on suggestions. An opening letter and survey link were emailed by a national database company. 516 emails were opened; 97 surveys were completed (~18.8%). The IRB process was followed, with participants completing an online informed consent and ensured institutional anonymity. Data analysis has been conducted descriptively and qualitatively using constant comparison. All participants prepare physical education teachers for licensure. Seventy-four (76%) of the 97 institutions are accredited (NCATE or alternative). For reference, 179 PETE programs are currently accredited through NASPE; no data exist as to the number of programs accredited through NCATE as part of the teacher education ‘unit'. 38% of participating institutions do not require a diversity course. 33% report requiring one diversity course; 24% require two or more courses. 17.5% of the respondents offer a specific course in-house (beyond adapted physical education) relative to issues of diversity; courses range from Teaching Diverse Populations to History and Philosophy. 87.6% embed concepts of diversity within courses, with methods, curriculum, foundations and motor development the most common. Four themes have emerged: lack of curricular space, reliance on Education coursework, content embedded throughout coursework, lack of resources / faculty expertise. “We have a theme of multicultural issues that run through the majority of our PETE courses. No one specific course takes all of the responsibility of teaching this concept.” (State, liberal arts; rural/diverse setting). While not common, the following comments are nonetheless disturbing: “it [diversity] is unnecessary. [T]he topic need not be addressed specific to our major. (Private, suburban setting); “Very few students engage in this area” (State institution, diverse setting); “…not a major requirement of the PRAXIS test for PE content” (Private, liberal arts; suburban setting). Emerging questions: Why so few participants? Did the survey content cause distress / dissonance? Why do some institutions more seriously/intentionally address the topic of culturally responsive teaching and others do not? How does coursework in PETE, specific course or embedded work, align with what we know about preparing culturally responsive teachers?Keyword(s): multiculturalism/cultural diversity, professional preparation, research