Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who were enrolled in a four year degree, were recruited. A qualitative practitioner inquiry approach was employed, with participants interviewed twice to provide insights into their learning and theorising of practice. Key themes emerged around the relationship between the unit content (theory) and professional experience (practice); notions of professionalism; engagement with the syllabus and lesson planning; communication; and understanding of students. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements. However, future research is needed to provide stronger evidence for these placements.