Occupational socialization theory has helped to facilitate inquiry into the recruitment, education and careers of physical education teachers. When occupational socialization theory is applied to physical education teacher education (PETE), the need for collaborative practice is apparent. This chapter focuses on the recruitment and professional socialization of PETE recruits, socialization processes span beyond initial teacher education and include teachers’ experiences in the social milieu of the schools in which they work, which are framed by larger social and political forces. Three interrelated sub-challenges invite attention because all are instrumental in the reproduction of sub-optimal programmes and teacher socialization: passive teacher recruitment; persistence of recruits’ subjective theories through teacher education programming; and pressures to meet institutional standards and accreditation requirements for teacher education. Professional socialization challenges and opportunities begin with new member recruitment. In many countries, accreditation bodies provide a framework of requirements for teacher education programmes.