Teacher change in physical education has long been called for; however, current theoretical models guiding the change process do not address contextual aspects of the teaching workplace. Occupational Socialization Theory (OST) addresses contextual factors related to change but omits individual teacher characteristics that develop independently of socializing factors. To better understand the teacher change process and guide reform efforts such as continuing professional development, a more comprehensive model is required. The purpose of this article, therefore, is to propose an integrative model of teacher change that merges OST with research on teacher dispositions toward change, including related behavior change theories. Practical applications for teacher professional learning utilizing the model and future directions are suggested.