Most teachers want to learn and improve, and physical education teachers are no exception. Although their teaching field is not subject to standardized testing, physical education teachers seek to find support structures and development opportunities from within their schools and districts so that they feel connected and a part of the professional team (Lynn & Woods, 2010) wholly devoted to relevancy and other forms of positive development for young adolescents. This study investigated a group of middle school physical education teachers/coaches to determine the degree to which their education and experiences in professional development events and professional organizations influence the application of state or national standards, choice of curriculum, and participation in current initiatives as they relate to physical education in middle grades schools. A more specific research question guided the study: How does the middle school physical education teacher utilize available professional development resources in planning, and to what extent does this impact his or her physical education classroom?