In this third part of the symposium we aim to present the findings of a research project that examined PE teachers' perspectives about the nature of HPE and how critical pedagogy (CP) is enacted through their pedagogies in secondary school contexts, if at all. While previous literature has addressed the importance of critical perspectives in physical education we specifically sought to address the level of understanding and attitudes of teachers towards CP and their interpretation of how they enacted CP in their PE practice. Our findings showed that for these participant teachers, there are multiple influences that impact on how they come to view their role as teachers of HPE and the nature of HPE. CP is often reflected implicitly rather than explicitly in their practice. Their initial PETE experience is just one of a number of influences that have impacted on them as teachers of HPE.