A qualitative study was conducted through the lens of Occupational Socialization Theory (OST) to investigate the professional socialization phase regarding grading. This study utilized semi-structured interviews and document analysis as primary data sources. Participants were 14 full-time faculty members from 4-year, physical education teacher education (PETE) certification granting institutions. Artifacts collected and analyzed included course syllabi, program evaluations, and program materials. Inductive thematic analysis revealed that PETE programs provide consequential assessment experiences for teacher candidates during pre-service training that excludes grading criteria. Teacher candidates’ grading experiences and opportunities are not held accountable by PETE programs and are largely influenced by cooperating teachers during student teaching. Overall, PETE program teacher candidates are unprepared for assigning and formulating grades in physical education.