Physical educators are often asked to promote whole-school physical activity programming beyond their scheduled class times. Previous research has supported that training in expanded roles would be beneficial during university-based physical education teacher education (PETE) training. In this qualitative study, 13 graduates from a single PETE program that has integrated expanded physical activity into programming shared information about their current programming as physical education teachers in K--12 schools. Campus visits and one-on-one interviews were included. Some practices and values learned during participants' PETE training were evident in graduates' current practices. Aligning with previous studies of professional socialization of physical educators, the resulting themes concluded that (a) strategies and resources gained during PETE training were valued and still used and (b) other ripples of influence, such as administrators and other teachers at their current placement, influenced programming. PETE programming with whole-school physical activity can lead to expanded teaching practices in schools.