Teachers' beliefs have a considerable impact on their instructional styles, methods, objectives and curricular organization. The primary purpose of this study was to investigate the influence of two preservice teachers' (PTs') value orientations on their interpretation and delivery of sport education (SE). A secondary purpose was to describe possible changes and development of PTs' value orientations while teaching SE. Data were collected while they engaged in their final student teaching experience using a variety of qualitative techniques. These were analyzed using standard interpretive techniques. Results indicated that their disciplinary mastery focus strongly influenced the type of SE seasons they delivered. In addition they revealed that the PTs broadened their beliefs about their teaching toward the end of student teaching to the extent that they expressed interest in goals related to and used pedagogies consistent with social reconstruction, social responsibility and self-actualization value orientations.