Teacher education programs have faced criticism for inadequately preparing preservice teachers for professional life, which may be particularly troublesome when managing disruptive situations in schools. There is limited understanding of how physical education teacher education (PETE) influences this aspect of teaching. Addressing this gap is crucial, as disruptive situations can lead to teacher burnout, reduced instructional time, and missed opportunities for students to learn important life skills. This study utilized observations, video recordings, and interviews to investigate how one teacher was socialized into managing disruptive situations in physical education (PE) through thematic analysis. The findings indicated that the PETE program did not provide research-based knowledge or general principles to guide actions in managing disruptive situations in PE. Consequently, the PETE program failed to establish a foundation for creating professional teachers who were adept at managing disruptive situations wisely. The potential consequences of PETE not evolving current practices include the continued use of strategies that do not work well, a lack of engagement with research to inform actions, and a failure to recognize the value of PETE. The study discusses suggestions for PETE programs to revise current practices related to managing disruptive situations.

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