This study aimed to examine pre-service physical education teachers' (PPETs) subjective theories of assessment as they formed prior to the professional training of assessment during PETE. Using a phenomenological approach, 11 PPETs were interviewed. Data were analyzed in Nvivo 12. Findings revealed that (a) PPETs understood assessment as data collection but lacked knowledge of various assessment types aligned with learning outcomes; (b) primary assessments used included participation and Fitnessgram; (c) constructive feedback based on assessment was lacking; and (d) PPETs appreciated assessment and expressed their desire to be critical assessors. Future research is needed to develop PE teachers' assessment literacy.