This paper repor ts on a study of one pre-ser vice teacher's implementation of the spor t education (SE) model in a post-primar y school in Ireland. The study sought to identify and understand the mechanisms that facilitate or inhibit learning to teach the model from the perspective of a pre-ser vice teacher. Occupational socialization was used to examine how past teaching experiences, physical education teacher education (PETE) and school culture influenced and impacted on the experience of learning to teach the SE model. Qualitative data are repor ted from inter views and diar y entries. Findings reveal that professional socialisation occurring in PETE had the most influence on the pre-ser vice teacher's experience of learning to teach the model. A number of recommendations are made for teacher education and for professional development specialists attempting to improve professional development oppor tunities and facilitate curricular change.
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