Health and physical education teacher education (HPETE) in New Zealand has been subjected to numerous external influences and change elements in recent years. This article reflects on the impact of these influences on HPETE in our higher education institutions since the introduction of a new curriculum framework in 1993. The 1993 curriculum document introduced the notions of hauora and socio-ecological perspectives into health and physical education (HPE), and these have subsequently influenced our conceptualisation of this learning area in New Zealand. In addition, government level initiatives have impacted on the nature of HPETE in higher education contributing to what we have identified as a curriculum squeezing out of HPE in our teacher education programs.