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The United States is experiencing a health crisis because of poor dietary habits and insufficient physical activity. Unless something changes, more of the population will become overweight or obese and suffer from debilitating and life-threatening diseases. The federal government has responded by charging schools with the establishment of encompassing wellness policies. The mandates of the Child Nutrition and Women, Infants and Children (WIC) Reauthorization Act of 2004 illustrate the broadened wellness role that is being expected of today's physical educators. Full and effective implementation of school and community-wide wellness practices will not likely occur without the participation of physical education personnel. This article aims to consider practices that will better ensure the graduation of physical education specialists who are ready to be active members in school and community wellness efforts. The skills and characteristics of physical education teacher education (PETE) graduates are a function of what the candidates bring with them to the program and of what they learn during their tenure. Therefore, the issues of recruitment and professional program training are considered separately. The author discusses the effectiveness of existing program-recruitment practices and presents three specific recruitment recommendations. Finally, changes in PETE curriculum's are considered. (Contains 2 figures.)