Incorporating literacy into physical education has been a longstanding challenge among physical educators. However, a dearth of research exists regarding the integration of literacy and physical education, which prompted this study. Derived from a larger 4-year longitudinal mixed methods study of physical education teacher education (PETE) candidates' perceptions around the integration of physical education and literacy, our research draws from both attitude theory and teacher socialization research to examine PETE candidates' attitudes toward literacy and toward the integration of physical education and literacy. We found that and their experiences in childhood with reading, be it "easy to read" or "struggled to read," created distinct subpopulations within this sample differently influencing the likelihood of integrating literacy into physical education. We conclude with future research suggestions for new directions in attitudinal studies and PETE programs.