The major aim of this study was to examine the relationship between teachers' curriculum preferences in the primary school and the relative value they place on PE compared to other key learning areas (KLAs) of the primary curriculum. Data were collected from 422 pre-service and 63 in-service classroom teachers. Results suggested that most respondents considered PE to be a relatively valuable KLA but indicated they would prefer to teach other KLAs rather than PE. Insufficient time was the most commonly cited impediment to the delivery of PE programs. Nearly all respondents agreed that specialist teachers should be involved in the teaching of PE in some capacity. Significant relationships were established between a number of attitudinal variables relating to PE and interesting findings emerged from post hoc analysis of group differences, particularly regarding in-service teachers. Given that many teachers would prefer not to teach PE, strategies must be devised to improve training and support for teachers or the employment of specialist PE teachers made a priority.