As the discipline and the various professions evolved over time, the content of disciplinary classes offered at universities sometimes became less "connected" with physical education. "Core" courses in the discipline were required to try to meet the demands of the expanding professional programs, while at the same time meeting the knowledge demands of pre-professional areas such as pre-med and pre-physical therapy. As a result, the content of core courses often became less relevant to the preparation of preservice teachers seeking a career in K-12 physical education. Meanwhile, with limits on university curricular hours, new and highly relevant areas of disciplinary study, such as exercise epidemiology and health-behavior-change theory, were often unable to find their way into programs for future physical educators. The authors believe that the disciplinary classes for physical education teacher education need to be reviewed and subsequently brought into line with the specific needs of future teachers. If the "disciplinary disconnect" is to be avoided, disciplinary classes that are designed specifically for teachers may be necessary; or at least they need to be separate from classes for students who need highly specialized academic content and little application. The authors also believe that areas such as physical activity epidemiology and health-behavior-change theory should be added to the disciplinary content for future physical educators. Recommendations in order to eliminate the "disciplinary and professional disconnects" related to K-12 physical education are provided. (Contains 1 table and 1 figure.)