The main purpose of this study was to examine physical educators' subjectivities in order to (a) discover the foci and factors that intervene in the construction of their personal and professional body, (b) understand how these might be affected by the dominant socio-cultural ideologies, discourses and practices, and (c) determine to what extent such ideologies, discourses and practices influence their professional relations and pedagogy. Thirteen teachers (5 women and 8 men) between 28 and 37 years of age, with postgraduate studies and more than 6 years of teaching experience, agreed to participate in the study. Following a qualitative methodology, data were gathered through semi-structured interviews. Data were analyzed through thematic content analysis and the constant comparative method. The results show that these teachers' concept about their own body, which focuses mainly on physical appearance and skillfulness, is simultaneously constructed through three intertwined levels of influencing factors: (a) a personal one, stemming from the teachers' own concepts of body and identity; (b) an interpersonal one, based on the relationship with professional significant others; and (c) a sociocultural one, related to dominant ideologies, discourses, ethics and patterns. These results can be used by teacher educators in order to develop PE teachers' critical awareness about these foci and factors that contribute to normalize body subjectivities regarding both professional identity and Physical Education pedagogy.