Abstract The purpose of this case study was to determine the value orientations of health and physical education students (HPE) in an Australian physical education teacher education (PETE) program. Additionally, I was interested in the sympathy or otherwise in the relationship between the explicit Queensland HPE curriculum values and the value profiles of a cohort of pre-service teachers. Values were measured with the Value Orientation Inventory-2 (VOI-2) developed by Ennis and Chen, (1993). The culture and the curriculum goals of HPE and health and physical education teacher education (HPETE), contribute to the socialisation and construction of value orientations (Solmon & Ashy, 1995). Descriptive statistics were compiled for all five-value orientations, along with t-tests and ANOVA’s. Participants (N=33) were recruited from the 3rd year HPE cohort at a large Australian University and were tested pre and post semester 2, 2007. Initial and final testing demonstrated a diverse range of value orientation profiles. This cohort of HPETE students emphasizes certain value priorities over others. 26 students within this study demonstrated a ‘Neutral’ or ‘High’ priority towards learning process (LP), additionally 22 students also have a ‘Neutral’ or ‘High’ disciplinary mastery (DM) priority. The students’ priorities towards social responsibility (SR) were very low, with two students in the ‘High’ category and eighteen in the ‘Low’ priority. Initial ‘High’ dispositions towards LP and DM are consistent with the findings of Solmon and Ashy, (1995). The SR results suggest that many PETE students’ values are unsympathetic with the values underpinning the Queensland HPE curriculum. This may be cause for concern to those interested in curricula orientated around the principles of social justice, equity, diversity, inclusiveness, and supportive contexts.

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