This theme issue of "Journal of Teaching in Physical Education" constitutes the first concentrated effort to reflect on critical dimensions and issues related to the quality of doctoral programs in Sport Pedagogy/Physical Education Teacher Education (PETE) in the United States (hereafter referred to as D-PETE programs). For a number of years now, Drs. Rikard, Boyce, Goc Karp, and Woods have been eyeing the supply-demand balance of D-PETE positions in the U.S. market. However, what started as a budding curiosity about just the "supply-demand" question of D-PETE positions in universities flourished into a broader line of inquiry. One can only hope that what they have started will continue an on-going series of regular check-ups that deserve attention from the entire PETE community. This multifaceted research on D-PETE programs could not have come at a better time. A close look at the state of affairs in D-PETE programs was in order (Rikard, Boyce, Ward, Parker, Sinclair, Goc Karp, et al., 2011). The recent collapse of the U.S. and global economies has put enormous strain on the financial health of colleges and universities, as well as school districts. Moreover, as state funding continues to shrink, universities systems (have to) are becoming increasingly entrepreneurial (a euphemism for "corporate") in maintaining a semblance of financial health. In this article, the author presents some thoughts in response to what he found were some of the key findings/issues presented in the set of studies on D-PETE programs in the United States.