Research has noted the constraints to applying constructivist pedagogical models such as Sport Education and Teaching Games for Understanding in practicing and prospective physical education teachers. This study was an investigation of prospective physical educators' preferences for Direct Teaching, Sport Education, and Teaching Games for Understanding in physical education and what they liked and disliked about each model. The sample consisted of 309 undergraduate physical education students who received preliminary training and experience with each instructional approach in an upper-level undergraduate university games course. There was substantial support for each of the three instructional models although students preferred Sport Education and Teaching Games for Understanding over Direct Teaching. These findings provide valuable insight into the relative strength and specificity of prospective physical educators' views about these models and evidence that, in settings where these models are explicitly taught and practiced, prospective physical educators can have progressive knowledge and beliefs about them.