The purpose of this study was to determine the extent to which the use of WebQuests would impact the teaching performance of the physical education (PE) teacher candidates enrolled in Minia University. Twenty-eight, third-year teacher candidates were involved in the study (N = 28) and were randomly divided into two groups: a control and experimental (14 teacher candidates each). A teaching practice observation sheet was used to assess the teaching performance of the participants. Results indicated that the experimental group, or the participants who used the WebQuest to learn the teaching skills, achieved significantly higher levels in their teaching performance than did the control group, or those who were instructed using the traditional methods of modeling and lecturing. A discussion of the possible reasons for this difference and practical implications of this study on using WebQuests in teacher preparation programs are included. (Contains 3 tables and 1 figure.)