The path to becoming a physical education teacher traditionally involves a university-based teacher education program. It is here that aspiring teachers learn basic skills, gain the fundamental knowledge, and experience teaching for the first time. None of this is possible without quality physical education teacher education (PETE) faculty--those with the expertise in and dedication to teaching physical education in public schools. Recently, there has been a dramatic decrease in the number of educators leaving their classrooms to pursue a doctoral degree and become teacher educators. A question soon facing PETE will be: Who will prepare teachers to physically educate the children? This issue has been recognized by leading scholars in the field and a recent NASPE panel discussion focused specifically on the issue of teacher educator recruitment and preparation in physical education and special journal issue dedicated to the status of PETE doctoral education in the United States. While a reduction in the number of individuals entering doctoral programs in PETE has been recognized, their reasons remain largely unknown. Further, there appears little awareness of specific issues and concerns individuals face when considering careers as teacher educators in physical education. Therefore, this article provides insight into the issues some have faced and provides critical information to assist those contemplating a career in teacher education. By talking to individuals who have gone through the process, the authors learned about concerns and strategies that some encountered when making this important decision. The four areas that were most commonly identified by these individuals were: (1) finances; (2) relationships; (3) professional; and (4) research. This article discusses these and offers suggestions to address these concerns.