Limited investigation has been undertaken into Australian physical educators’ teaching beliefs and intentions andthose that have been researched have tended to utilise ‘qualitative’ research methods. The present studyaddresses a gap in the literature by exploring the differences in teaching perspectives between Australian preservice and graduate physical education teachers. The teaching perspectives inventory (TPI) was administered topre-service physical education teachers (n=105) graduate physical education teachers (n=37). Each TPI item waslinked to one of five key teaching perspectives (apprenticeship, developmental, nurturing, social reform &transmission). Average teaching perspective scores were calculated for each of the five teaching perspectives andthe proportions of dominant and recessive teaching perspectives were identified within both groups. Independentt-tests and multivariate chi-square statistical tests were conducted to compare mean teaching perspective scoresand proportions of dominant and recessive teaching perspectives. The findings revealed that graduate physicaleducation teachers had significantly higher average scores for the apprenticeship, developmental and socialreform teaching perspectives. The nurturing teaching perspective was the most common dominant teachingperspective and the social reform teaching perspective was the most common recessive teaching perspective forboth pre-service and graduate physical education teachers. The findings suggest that teacher training programshave the ability to develop and inform knowledge of teaching approaches to facilitate higher scores for a broaderrange of teaching perspectives in comparison to pre-service teachers commencing their teacher training.Key words: teaching perspectives, physical education, teacher education, pre-service teachers, graduate teachers.