Physical education is a cycle of replication when it continues to be taught the way it was experienced. Students enter a physical education teacher education (PETE) program with their perceptions of physical education based on how they experienced it. This action research study aimed to examine how perceptions and the way the students experienced physical education prior to entering a PETE program affected their understanding of physical education and if a PETE program can help improve perceptions by the completion of the program. The study examined the perceptions and experiences of PETE students. Data collection in Cycle 1 consisted of surveying new students in the PETE program, interviewing alums from the PETE program and PETE faculty from different institutions, and a document analysis of the PETE curriculum. An action step was developed, implemented, and evaluated in Cycle 2 based on the Cycle 1 findings. The Cycle 2 action step consisted of collecting secondary data about the impact of showing videos of different stakeholders sharing their stories about specific topics relating to physical education with 18 student participants. The video topics included perceptions and marginalization of physical education, occupational socialization, and quality physical education. The findings from Cycle 2 came from the student participants watching the videos and the impact the videos had on their learning. The overall findings from the study were that videos are an excellent supplemental tool for learning, different perspectives deepened pre-service teachers' understanding of physical education, influential physical educators and coaches play a role in occupational socialization, and advocacy in physical education is essential. The study concluded that a PETE curriculum should incorporate topics that address physical educators' challenges and adversities and provide opportunities for students to hear various stakeholders' perspectives and stories as a supplemental learning tool. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]